Modularity in building mass customization capability: The mediating effects of customization knowledge utilization and business process improvement

This study investigates the relationships among product/process modularity, organizational learning practices, and mass customization (MC) capability. Drawing on organizational learning theory, we propose that organizational learning practices help to embed the knowledge gained from modular design practices into organizational processes, enhancing MC capability. We empirically test the mediating effects of two organizational learning practices—customization knowledge utilization and business process improvement—on the relationship between product/process modularity and MC capability, using data collected from Chinese manufacturers. We find strong support for the mediating role of organizational learning practices in the relationship between modularity and MC capability. Our findings have implications for management strategies and point to directions for further research in this area.     

The effect of environmental regulations,top management commitment,and organizational learning on green product innovation: Evidence from automobile industry

This paper proposes and empirically examines a model to investigate the effect of environmental regulations, top management commitment (TMCO) and organizational learning toward green product innovation (GPI). The proposed theoretical model, grounded in dynamic capabilities view (DCV) and upper echelons theory, is analyzed by Partial least squares (PLS) method using the data from Indian automotive manufacturing firms. The findings indicate the importance of TMCO and organizational learning for implementing GPI (in response to regulations), and achieve desired performance. Further, organizational learning fully mediates between commitment of top management and GPI. The findings can be useful for managers in automotive manufacturing firms who are interested toward implementing GPI. The paper contributes to green innovation literature by empirically examining the role of TMCO and organizational learning for GPI.     

Performance implications for the relationships among top management leadership,organizational culture,and appraisal practice: testing two theory-based models of organizational learning theory in Japan

The purpose of this study was to examine the interrelationships among top management leadership, organizational culture and human resource (HR) practices, and their associative effects on organizational performance. Based on the theory of organizational learning, we developed and tested two different causal models: (1) a feed-forward learning flow model in which supportive leadership by top management would create a community culture and HR practices within organizations; and (2) a feedback learning flow model in which a community culture would support the practice of supportive leadership by top management and HR practices within a firm. Our structural equation modelling (SEM) results for a sample of 225 Japanese small and medium-sized enterprises (SMEs) in Japan supported the second model, in which the dominance of a community culture within the firm is an antecedent of top management's supportive leadership, which in turn necessitates a performance-based appraisal practice and eventually leads to better organizational performance in terms of objective indicators of turnover and absenteeism rates and workforce productivity. The findings are used to discuss the role of top management leadership in a particular organizational culture from the organizational learning perspective. Limitations and directions for future research are also discussed.     

Measuring to understand intangible performance drivers

The present qualitative study explores what eleven Swedish organizations have systematically worked at to increase the understanding of the importance of intangibles as performance drivers. The present analysis is accomplished using a combination of evolutionary theory, knowledge-based theory and organizational learning. The results indicate that assets in an accounting sense seem to be of less interest than perceptions of activities that enable future performance. These “enablers” are often customer and employee perceptions of individual, organizational and relational competence. The way for the firms to ascertain a continuous organizational learning process with respect to the value creation chain is to measure intangibles as well as to maintain organizational routines that ensure the transformation of measurement results into action.     

Conceptualizing the processes,benefits, and challenges of organizational lifelong learning at Yuhan-Kimberly,Korea: the notion of anticipative affordance

This research investigates, reports, and theorizes Yuhan-Kimberly's journey to establish its organizational lifelong learning program in Korea. Based on a four-year longitudinal study and the principles of grounded theory, we propose the notion of anticipative affordance to elaborate the process through which benefits derived from an organization's lifelong learning are created, interconnected, and amplified through the gradual and long-term building and accumulation of shared understanding and commitment. Main theoretical contributions derived from this study are threefold. First, the concept of anticipative affordance enhances our understanding about the key process and challenges related to organizational lifelong learning. Second, anticipative affordance serves as a bridge to synthesize the separation between the cognitive and situated aspects of learning. Third, our research empirically illustrates how collective benefits of organizational learning are actualized over time through the development of learning mechanisms and through the integration of its individual members' learning.     

NON-LEARNING ORGANIZATIONS

Whereas organizational learning and unlearning enjoy a well-established reputation in organization theory, non-learning has rarely if ever been discussed. In this article organizational non-learning is characterized, and techniques for non-learning are identified. It is argued that nonlearning organizations have developed a proficiency in ignoring. They may ignore problems and solutions to problems, as well as their own attitudes to these problems and solutions. Non-learning organizations accomplish this essentially by placing problems and potentially problematic issues with somebody else, to be attended to in the future. Their behavior is supported and reinforced by procedures: by the particular distribution of responsibility that procedures entail, and by the fact that procedures recur. A non-learning option allows for organizational discretion. Organizations are free to account for their work in a contradictory manner — realistic and idealistic at the same time. They are free to learn slowly and to take advantage of their learning.     

Communities Of Practice, Foucault And Actor-Network Therory

The paper discusses some of the main contributions to the theory of communities of practice (COP theory), especially as it relates to organizational learning. The paper does not attempt a full overview but concentrates on the notion of power relations. Early COP theory was formulated as part of situated learning theory, and promised to work on issues of social context and unequal power relations. Foucault's work and actor-network theory (ANT) is introduced and forms the basis of a constructive critique of COP theory. The paper argues that COP theory and ANT can enrich each other and together make a stronger contribution to our understanding of organizational learning. Specifically, these perspectives question the value in viewing organizations as formal, canonical entities as far as learning and change are concerned.     

Clarifying the effect of organization learning on service innovation: the mediating role of intellectual capital

Abstract

The study of intellectual capital has gained interest in today’s highly competitive landscape. Using intellectual capital as a mediator, this paper developed an integrated model to examine whether organization learning affects and increases the capacity for new service development (NSD). The results from the study of 598 hotel managers support this model across multi-dimensions of intellectual capital and show that intellectual capital plays a mediating role between organizational learning and NSD. This paper also finds exploitative organization learning enhances the positive effect of organization capital because it fosters a positive link between relational capital and human capital. The study also discusses how this intriguing pattern of mediation could be explained by using theory and research with a regulatory focus.     

The Antecedents of Middle Managers' Strategic Contribution: The Case of a Professional Bureaucracy

abstract    Our study contributes towards a burgeoning literature that argues organizational performance is heavily influenced by what happens in the middle of the organization, rather than at the top. Examining the UK National Health Service, our study develops the work of Floyd and Wooldridge (1992 , 1994 , 1997 , 2000 ). It utilizes role theory to conceptualize changing experiences of middle managers in organizations as a role transition. Associated with this are problems of role conflict and role ambiguity ( Biddle, 1979 , 1986 ; Biddle and Thomas, 1966 ; Kahn et al., 1964 , 1966 ). Our study illustrates that there are limiting factors to a more strategic role for middle managers associated with the professional bureaucracy context. However, role conflict and ambiguity can be mediated by a socialization process, which values incoming identity and personal characteristics ( Van Maanen and Schein, 1979 ).     

Politics and Organizational Learning

In this paper it is argued that organizational learning is facilitated by a free and open form of politics in the workplace based on a system of political, social and civil rights and obligations within a framework of legitimate authority, parallel to the system that exists in the wider society. The argument is developed by examining issues at three related levels: why 'psychic' space is needed to nurture selfidentity and learning; the institutional pressures in the wider social environment that bring about learning within a whole business sector through open political activity; and how existing organizational learning theory and practice reveal numerous ways in which space for learning and innovation can be made available within work organizations through political processes. Finally, suggestions are made for ways of creating a framework within organizations that will enable such processes to develop.     

Supplier innovativeness, organizational learning styles and manufacturer performance: An empirical assessment

Suppliers have become an increasingly important source of product and process innovation. While case studies have documented how supplier innovation can benefit a manufacturer, this relationship has not been empirically validated, nor have contingencies been explored. Using organizational learning theory we posit that the link between supplier innovativeness and manufacturer performance is moderated by the “fit” between the learning styles of the manufacturer and supplier. We empirically test our hypotheses using hierarchical linear modeling of survey responses from 148 manufacturers concerning 592 suppliers. Results indicate that supplier innovativeness has positive impacts on multiple dimensions of manufacturer performance. Results show that when the outsourced activity involves low levels of design responsibility by the supplier, it is more beneficial for the two partners to have contrasting learning styles. However, when the outsourced activity is design-intensive, it is more beneficial to have a supplier with an explorative learning style.     

Does Green Public Procurement lead to Life Cycle Costing (LCC) adoption?

Life Cycle Costing (LCC) is rarely used in public procurement and public institutions have yet to fully understand its potential value for sustainable procurement. The new European Directive on Public Procurement is, however, designed to position LCC as central to sustainable sourcing. Although previous studies have identified positive correlations between Green Public Procurement Policies (GPP) and LCC, it is still unclear how public institutions can further adopt LCC practices by leveraging their experience of green sourcing. In this study an organizational learning theoretical perspective is taken to investigate the circumstances under which public administrations’ experience of GPP – considered as a way of integrating the dimension of environmental sustainability into the sourcing process – stimulates their LCC learning and capabilities – considered as a way to include the sustainability economic dimension. The goal is to understand if the adoption of GPP can stimulate the internalisation of LCC in public tenders. A multinomial logistic regression was conducted using a sample of 120 public administrations located in different countries. The results show that experience of GPP stimulates the internalisation of LCC at a public level, but only under specific conditions. The study contributes to the Sustainable Supply Management literature, being one of the first studies in the field adopting an organizational learning theoretical lens to review the role of experience as significant opportunity to develop capabilities. It also contributes to the organizational learning theory, by confirming that experience can aid learning but only in specific environmental contexts.     

Sustainable Development in Supply Chain Management: The Role of Organizational Learning for Policy Implementation

Implementing sustainable policies in supply chains is a significant challenge for businesses. Recent evidence has shown that failure to manage supply chains responsibly can have significant impacts on firms' reputation and financial performance. In this paper, we develop a conceptual framework, which focuses on organizational learning, and outline specific channels through which firms can generate learning processes and build appropriate capabilities to successfully implement social and environmental supply chain policies. Drawing on 57 in‐depth interviews from a cross‐sectional sample of seven UK and nine German companies, we empirically assess our conceptual framework in accordance with a grounded, in‐depth case study analysis approach. We find compelling evidence to suggest that organizational learning is an important factor for a successful implementation of sustainable supply chain management. Organizational learning is often established as a result of training, knowledge acquisition, stakeholder engagement and collaboration between intra‐organizational and inter‐organizational partners, including suppliers and NGOs. Nonetheless, our results also emphasize that firms often have few systematic processes through which organizational learning is developed, and that such learning processes are often ad hoc at best, which in turn has significant implications for the responsible supply chain practices. Copyright © 2014 John Wiley & Sons, Ltd and ERP Environment     

Exploring the linkages of green transformational leadership,organizational green learning,and radical green innovation

Radical green innovation is the necessary way for countries and firms to achieve sustainable development. Although the influencing factors of green innovation have attracted extensive attention, there is little research on the antecedents of radical green innovation. Drawing on organizational learning theory and attention-based view, this study proposes R-I ratio to measure the configuration of exploratory green learning and exploitative green learning, then analyzes the relationships among green transformational leadership, R-I ratio and radical green innovation, and examines the moderating effects of green R&D investment and environmental regulatory pressure. Based on a sample of 243 manufacturing firms in China's strategic emerging industries, the empirical results reveal that green transformational leadership promotes R-I ratio, and R-I ratio has inverted U-shaped relationship with radical green innovation. The results also find that green R&D investment plays U-shaped moderating role in the relationship between green transformational leadership and R-I ratio, and environmental regulatory pressure positively moderates the relationship between green transformational leadership and R-I ratio. The study not only reveals the relationships of green transformational leadership, organizational green learning and radical green innovation, but also provides theoretical guidance and management practice for manufacturing firms and government to promote radical green innovation.     

Organizational Inducements and Employee Citizenship Behavior: The Mediating Role of Perceived Insider Status and the Moderating Role of Collectivism

The organizational inducement model proposed in this study seeks to examine the mediating role of perceived insider status (PIS) and the moderating role of vertical collectivism on the relationship between organizational inducements and employees’ organizational citizenship behavior (OCB). Among a sample of Chinese employees, the authors find that the organizational inducements of perceived supervisor support and participation led to higher levels of PIS, which in turn enhanced OCB. Furthermore, vertical collectivism moderated the relationship between PIS and OCB, such that their relationship grew stronger when collectivism was high. These findings have notable implications for theory and practice. © 2014 Wiley Periodicals, Inc.     

Managerial and organizational learning in Hungarian–Western mixed management organizations

The radical changes in Eastern Europe which aim to transform these economies into market economies put the issue of organizational and individual adaptation at the centre of attention. Hungarian-Western mixed management organizations are regarded as effective tools for helping this adaptation process. This paper examines, through the example of five joint ventures, what practices are to be changed and what problems arise in terms of organizational and individual adaptation and learning. For the theoretical framework, the author draws together the insights of four types of learning approaches with structural contingency theory, strategy-structure and strategic choice theories, institutional theory of organizations and organizational change theories. The paper finds that there are changes in the organizational routines and procedures as a response to changes in the contingent factors. Westerners do not, however, necessarily play a positive role as agents of change in introducing strategic thinking among Hungarian managers. This problem relates to the phenomenon of new paternalism which also makes it easier for Westerners to cope with the problems of not being able to change the old philosophies of their Hungarian staff.     

Learning barriers: a framework for the examination of structural impediments to organizational change

The body of knowledge on organizational learning is believed to be large and fragmented. Therefore, this knowledge seems to be of limited use to practitioners. We, however, present an alternative review of the most important publications on organizational learning that deals explicitly with learning barriers. The structural causes of problems with organizational learning are related to malfunctioning components of the cybernetic learning system of the organization. Thus, it became clear that the body of knowledge on organizational learning is less fragmented and does not contain any contradictions. This resulted in our construction of a framework in which the major contributions on organizational learning are integrated. It allows practitioners to use strengths of multiple theories to analyze change management problems. © 2009 Wiley Periodicals, Inc.     

组织学习能力对知识创新的影响机理与实证研究

本文从组织学习理论出发,构建学习能力对知识创新的影响模式。实证研究结果表明学习能力对知识创新有正向的影响。即组织若具备较好的学习能力,则知识创新的绩效越好。学习能力的各观测变量中,应用能力最具解释力,其次为获取能力,再次为整合能力与转换能力。     

民营企业跨国并购战略的制度创业过程研究

本研究采用案例研究方法,通过对中国林德集团收购德国帕西姆机场过程的分析,探索了新兴市场企业在成熟市场跨国并购过程中通过制度创业实现资源整合从而创造竞争优势的过程。本研究从制度视角探索了跨国并购的制度创业动因、机制和资源整合路径。突破了以往基于成熟市场的交易成本理论和组织学习理论通过股东收益和组织学习能力获取的传统跨国并购理论认识范式。研究发现,制度环境会影响组织通过制度创业建构合法性从而获得竞争优势资源;企业决策者的创业意愿和能力会影响企业制度创业成果;决策者意愿和能力与制度环境的互动机制影响制度创业效率;企业场域位势的嵌入程度较低以及处于业务和制度边界交界地带的企业,会实施制度创业改变企业的场域位势;企业通过制度创业跨越制度障碍形成的合法性成为企业新的竞争优势资源。