The era of Omni-learning: Frameworks and practices of the expanded human resource development

According to the ever-changing organizational environment, we also adopt an ever-expanding HRD in contents and scope. Focusing on the drivers of the recent HRD reforms, the growing demand for organizational agility and holistic capabilities of human resources is driving the need for change, and the pandemic crisis is pushing the revolutionary changes of HRD. Such trends of the expanded HRD can be characterized as a ‘march toward Omni-learning’. In specific, there are at least four noticeable and intertwined waves of HRD reforms toward Omni-learning: (1) embracing holistic capabilities such as benchmarking, modeling, forecasting, and backcasting (BMFB); (2) integrating working and learning by promoting on-the-job learning (OJL), on-the-life learning (OLL), and on-the-life training (OLT); (3) standardizing communication tools such as LMF (logic tree; multi-dimensional matrix/map; flowchart) and EEOSP (everything/everyone on the same page); and (4) diversifying communication space-time across diverse places (close; remote) and times (synchronized; a-synchronized). And all the HRD waves are commonly facilitated and promoted by technological breakthroughs of artificial intelligence (AI) and the metaverse. Beyond the current innovations of HRD, no one would be certain about the answer to the question “What’s next?”. But what is certain is that HRD will continue to be deepened and widened as long as human resources are needed to respond to the ever-changing organizational environment.     

Benchmarking,knowledge inertia,and knowledge performance in different network structures

ABSTRACT

A simulation approach is employed to examine the relationship between benchmarking and OKP, and how knowledge inertia in benchmarking influences OKP in different network structures. Results suggest that quick benchmarking (low knowledge inertia) and moderate mutual learning produce higher short-term OKP. Slow benchmarking (high knowledge inertia) and moderate mutual learning achieve higher long-term OKP. OKP performs better in scale-free networks than in small-world networks in the short period. However, in the long period, OKP is higher in small-world networks. Findings guide managers’ efforts in choosing the most suitable benchmarking and also suggest that managers should not ignore knowledge inertia.     

标杆管理模式下的知识共享研究

标杆管理的知识共享可以促使企业标杆的选择、标杆内容的确定和企业创新。影响标杆竞争对手间知识共享的因素包括环境洞察能力、组织学习能力、资源配置能力和结果指标——模仿创新能力。分析标杆管理的知识共享因素的关系,建立多目标优化模型,优化知识共享系统,为标杆管理的指标选定和标杆内容的确定提供支持。     

The R and D/Marketing interface and single informant bias in NPD research: an illustration of a benchmarking case study

Analysing the performance of new product development (NPD) processes requires the reliable assessment of non-documented organizational characteristics. Based on key informant literature we discuss the difficulties of gaining reliable information from respondents and we identify potential sources for heterogeneous perceptions among different respondents. We assume that NPD research may be subject to response biases, if it is based on sole informants only. We apply an existing benchmarking approach for NPD processes in a comprehensive case study in order to illustrate sources and effects of single informant biases. We find that perceptions differ substantially among the individual respondents. In particular, we observe different functional perceptions between respondents from Marketing and Research and Development. The results are consistent with expectations from interface theory. These perceptual differences have a severe impact on the managerial conclusions drawn from benchmarking. There appears to be no single reliable source of information within an organization. Furthermore, variances among informants' assessments should be recognized and regarded as valuable information. It is our recommendation that multiple informants ought to be included in future NPD research and benchmarking studies.     

A TYPOLOGY OF ORGANIZATIONAL LEARNING SYSTEMS

This paper synthesizes research on the organizational learning phenomenon. The concept of organizational learning systems is proposed and developed. Learning systems are the mechanisms by which learning is perpetuated and institutionalized in organizations. Findings from an exploratory study of organizational learning are used as a basis for developing a typology of organizational learning systems.     

Diffusing 'best practice' in multinational firms: prospects,practice and contestation

This article explores the possibilities and problems of transferring best practice within multinational enterprises. Following a discussion of the literature on the transfer of best practice, we draw on a case study of ABB to highlight some of the issues and problems involved. In particular, we focus on the use of benchmarking as a powerful tool for the diffusion of best practice in ABB. We conclude that under certain conditions the case for the transfer of best practice within multinational enterprises is relatively sound and that the use of internal benchmarking can be a highly effective method of producing such organizational change. However, any form of diffusion has to take into account (a) the local cultural and institutional context and (b) the ability and incentive of local managers to implement best practice.     

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.     

Promoting organizational learning and self‐renewal in Taiwanese companies: The role of HRM

This study identifies key characteristics of human resource management (HRM) practices that contribute to promoting positive learning attitudes and creating a self‐renewal organizational climate. We use a behavioral perspective to develop a framework to show the relationships among learning‐oriented HRM, positive learning attitudes, and a self‐renewal organizational climate. Structural equation analysis is applied to empirically test the relationships and the path model suggests that a learning‐oriented HRM plays an important role in either directly creating a self‐renewal organizational climate or indirectly facilitating positive learning attitudes that foster organizational self‐renewal. © 2004 Wiley Periodicals, Inc.     

A Belief-focused Process Model of Organizational Learning*

Applying the property of learning to organizations has caused confusion. The paper develops a proposed model or framework for capturing the essential process of organizational learning, and adopts a definition of learning which is applicable to both individual and organizational learning. A discussion of emergent and planned learning enables a case to be made for the importance of understanding organizational learning in a competitive and changing environment, and for the key role of senior managers in managing this process. The theoretical orientation is the social rather than the information processing perspective in that organizational learning is reflected in the construction, modification and maintenance of beliefs; particularly the beliefs towards those stakeholders who are instrumental in achieving an organization's mission and strategic goals. Theories and concepts are explored which account for these belief systems, and for the interaction between individual and organizational learning. They include: reinforcement, modelling, mental models and sensemaking, tacit and explicit knowledge, memory and culture. The paper concludes by examining a number of concerns in the literature in the light of the assumptions and suggestions incorporated in the model. The hope is that these will provoke discussion (and initiate learning) among practitioners and academics.     

Parenthetic Learning in Organizations: Toward the Unlearning of the Unlearning Model

The organizational ‘unlearning’ model is discussed. It is argued that the model fails to capture the individual and organizational processes necessary to achieve the objectives for which it is proposed. To achieve these objectives, an alternative, ‘parenthetic learning’ model of organizational learning and change is proposed.     

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.     

Influence of personal mastery on organizational performance through organizational learning and innovation in large firms and SMEs

This paper analyzes the influences of personal mastery on organizational performance, both directly and indirectly through the dynamic capabilities of organizational learning and innovation. Although these indirect interrelations are very important for improving organizational performance, they are not usually explored in research. We confirm these influences empirically in both large firms and SMEs, basing our research on a sample of 401 Spanish firms. The results reveal that in both types of firms: (1) personal mastery influences organizational performance directly and indirectly through organizational learning and innovation; (2) organizational learning influences organizational performance positively, both directly and indirectly through organizational innovation; (3) organizational innovation influences organizational performance positively.     

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     

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.     

组织学习方式与知识创新研究综述

本文首先对国内外组织学习方式与知识创新理论进行了分析,从不同角度探讨和比较组织学习方式,并对知识创新理论进行了研究。最后分析组织学习方式与知识创新之间的紧密关系。     

Policy instruments for sustainability‐oriented organizational learning

The concept of sustainable development implies the need for organizational learning in business corporations to find innovative solutions. In this context, the paper analyzes the requirements and options for environmental policy to induce sustainability‐related learning processes in corporations. It discusses the impacts of different policy instruments on these processes. Initially, the particular challenges of organizational learning for sustainability are being sketched out. Drawing on organizational learning studies, a subsequent section of the paper addresses fundamental elements and drivers for organizational learning processes on different levels in business corporations. The particular nodes where public policy can influence corporate learning processes are the central focus of these considerations. On this basis, we examine existing policy instruments frequently used in environmental policy with regard to their potential to foster learning processes towards sustainability. Copyright © 2005 John Wiley & Sons, Ltd and ERP Environment.     

Towards an architecture of organization-led learning

This paper takes, as its starting point, the fact that one of Europe's stated strategic goals over the next 10 years is to become the most competitive and dynamic knowledge-based society in the world. Here, lifelong learning is viewed as a critical element of achieving this strategy, central not only to competitiveness and employability, but also to social inclusion, active citizenship and personal development. Learning is thus fast becoming the conventional wisdom of organizational life, and yet, perplexingly, the relationship between work and learning remains a complex one. Located at the cusp of organizational learning, the learning organization and knowledge management fields, this paper reviews the theoretical underpinnings of organizational learning, arguing that, despite its inadequate conceptual coherence, it has been raised almost to the status of orthodoxy. In an attempt to address some of the inadequacies, the paper advances the idea of an architecture of organization-led learning that captures the consciously constructed systems and practices that could be put in place to facilitate learning at work.     

战略联盟中的组织学习研究

通过战略联盟学习组织外部的知识和技术诀窍(know-how)越来越受到企业的重视。战略联盟中的组织学习,根据不同的学习目标可以分为四种模式:非对等学习、非相互学习、竞争性学习和非竞争性学习。战略联盟中成员企业的组织学习过程受到多种因素的影响,如学习意图、学习过程的透明度及吸收能力等。为了促进战略联盟成员企业的组织学习,需要建立有效的机制和联盟成员企业之间相互信任,有明确的学习意图、正确选派学习代理人、促进联盟知识的分享。