A multi-sector comparison of relational learning and information and communication technologies adoption

This paper analyses the nature of the impact of relational learning on the adoption of information and communication technologies (ICT) and vice versa. The authors investigate the implementation of ICT through a relational learning process by means of an empirical investigation of 203 small- and medium-sized enterprises in the Spanish telecommunication and the Spanish construction industries (107 firms from the telecommunications sector and 96 from the construction sector). In the analysis, it is proposed that the relational learning process can be structured into three phases (transfer, transformation, and harvesting of knowledge). Structural equation modelling reveals that, in order to implement these relational learning phases, companies need to provide and support ICT as prior steps and this is most significant for those in the telecommunications sector. These results have implications for managers when they come to formulating policies and making a choice as to the organisational capabilities to target in order to ensure the effective adoption of ICT.     

Transforming learning into export performance by Chinese firms

Organisational learning plays a vital role in enhancing firm performance, particularly for companies operating in foreign markets. Knowledge gained from various markets needs to be integrated for it to have a significant impact on performance. This study seeks to demonstrate how organisational learning can transform knowledge into performance through an organization-wide commitment to learning, a knowledge integration system and an organisational capability to learn. A survey undertaken in South China would show that there is a sequential chain of effects among these constructs.     

The impact of organisational structure and practices on learning in the workplace

The main thrust of the research effort into workplace learning has been to identify the characteristics of workplace learning as experienced by the learner. The impact of the wider organisational process in which that learning is embedded have been played down. This paper, building on the work of Koike and Darrah, uses research conducted in a major multinational corporation (MNC) in South‐East Asia, to explore the impact of the wider organisational structures on the process of learning. The model it develops not only shows how these processes impact on workplace learning but also helps explain why workers acquire different levels of skill.     

Blending practice worlds: Impact assessment as a transdisciplinary practice

Organisations with explicit social missions such as social enterprises, impact investors, nonprofits, and foundations are under increasing pressure to illustrate their impact on the social problems they claim to be addressing. These trends have resulted in an increasing sophistication of attempts to measure and report social impact across sectors. Despite the emerging literature on impact assessment, there is little research on how the growing emphasis on, and drive for, impact assessment is experienced in everyday organisational activities. This paper draws on practice theory to understand the purposes of impact assessment and how it influences, and is enacted in, everyday organisational activities. A multiple case design studies the purpose of impact assessment through qualitative interviews with over 90 practitioners within the Australian and United Kingdom impact investment ecosystems. The findings suggest that impact assessment should be understood as a transdisciplinary practice evolving from, and blending together with, multiple practice worlds such as strategy, accounting, marketing, and organisational learning. The main contributions of the paper are the development of the concept of impact assessment as a transdisciplinary practice and an empirical understanding of how impact assessment links to, and blends with, diverse practice worlds.     

Learning transfer: the views of practitioners in Ireland

Considerable expenditure on human resource development (HRD) has not necessarily resulted in a significant impact on organizational performance, and research suggests that the failure to transfer learning may be an important explanation. The search for factors affecting transfer has been extensive, as shown in Grossman and Salas's article in this issue, but, as they also show, more research is needed. The purpose of the present study is to ascertain the views of HRD practitioners (in Ireland) about the factors that they believe are relevant to the transfer of learning in the workplace. The aim is to discover whether practitioners have identified potential factors which researchers have not explored or not explored sufficiently. This group of practitioners was chosen because of the considerable control they wield over significant tranches of organizational resources. The method first involved engagement with 28 senior HRD practitioners in a workshop setting to create a transfer inventory based on their expert opinion. The initial inventory was then responded to online by a group of 314 practitioners indicating the relevance of the items to the question of transfer. Factor analysis was used to achieve parsimony among items, and 21 potential factors were identified. This study focused on the 15 factors adjudged by practitioners to be most relevant. It is concluded that trainer effectiveness, organizational linkage and training event climate, all deemed relevant by practitioners, may justify further research.     

Knowledge development and sharing in multinational corporations: The case of a centre of excellence and a transnational team

In this paper, we link the discussion on the differentiated multinational corporation (MNC) with organisational mechanisms for knowledge development and sharing. The aim is to explore the impact of different organisational mechanisms on knowledge development and sharing. Using case-study data—drawn from the same MNC—to explore two different organisational mechanisms, a Centre of Excellence and a transnational team, the findings illustrate how multifaceted knowledge development and sharing are. The organisational structure of the two organisational mechanisms partly determines whether knowledge development occurs locally or globally. This, in turn, has consequences for how knowledge sharing evolves. The sharing process is like a double-edged sword: how to share globally while allowing for local adaptations or how to share locally while developing global knowledge.     

International Advertising Expenditure Trends

From the early 1990s, marketing literature began to feature a number of articles suggesting that integrated marketing communications (IMC) would have a major impact on advertising as we know it, and on client—advertising agency relationships. A counter-view appeared at that time in the literature suggesting that IMC was nothing more than co-ordinated promotion and that many companies had been doing ‘it’ for some considerable time. More recent articles have lamented that the concept has not been embraced by marketing communications specialists and that implementation has proven difficult. A common definition of IMC—and how it differs from traditional advertising, both in philosophy and in implementation—has not evolved despite considerable academic discussion on the subject. This paper reviews the most comprehensive definitions of IMC and the competing paradigms—‘new’ versus ‘nothing new’—and summarises the results of a recent two-part study that compares the perceptions of clients with those of senior ad agency personnel in New Zealand regarding how and in what ways IMC is developing there.     

Knowledge, values and internationalisation—introduction to the special edition

Internationalisation is increasingly being seen as an organisational learning process. However, entrepreneurial enterprises tend to be smaller, more innovative and more agile than their larger counterparts. When they internationalise, entrepreneurial firms often expand at a rapid rate. The cultures of so-called ‘born global’ firms also appear to differ from firms that internationalise in a more gradual, stepwise fashion. This raises interesting questions about how entrepreneurial firms acquire and manage knowledge about markets, networks and capabilities in turbulent and uncertain environments and how the values embedded in organisational cultures might influence strategic choices. The following articles in this special edition of the Journal of International Entrepreneurship focus specifically on how innovative firms—particularly small and medium-sized enterprises—recognise and exploit market opportunities, how they learn from international market entry and penetration experiences to improve core capabilities and how values may influence supply chain management and start-up decisions.     

Organisational change and the management of training in Australian enterprises

This article presents the findings from a study of the impact of the introduction of new management practices on the organisation of training in Australian enterprises. The study investigated the impact of five common new management practices: teamworking, total quality management, lean production, business process re‐engineering and the learning organisation, as well as a number of other organisational factors. The incidences of these practices were modelled against eight measures of the organisation of training in enterprises. The results confirm that organisational change, as represented by the five new management practices, has had a significant impact on the organisation of training. However, the most significant impact on the way training is organised appears to be on the extent to which training and human resource policy are integrated with business strategy.     

Transfer of learning from management development programmes: testing the Holton model

Transfer of learning from management development programmes has been described as the effective and continuing application back at work of the knowledge and skills gained on those programmes. It is a very important issue for organizations today, given the large amounts of investment in these programmes and the small amounts of that investment that actually translates into an improved individual and organizational performance. This paper describes the testing of the Holton model of learning transfer and suggests amendments to the model where appropriate. A sample of participants on a management development programme within the Irish health service completed the Learning Transfer System Inventory based on the Holton model. The data obtained were analysed using multiple regression and partial correlation techniques. Results indicate that the model does adequately represent the effects of its factors, although a slightly revised model is presented. Important relationships between factors are identified, and the central role of the learners’ personal capacity for transfer (hitherto unreported in the literature) and their motivation to transfer in facilitating transfer is highlighted. In practical terms, the tested model can be used as a diagnostic tool by identifying individual, training design and work environment transfer issues in need of attention and by developing strategies to deal with them. It can also be used as a framework for the evaluation of training and development interventions, examining factors outside the traditional range of most training evaluation efforts and providing a more complete picture of the success or otherwise of that intervention.     

Employee age and voluntary development activity

It is known that older workers undertake less formal training than younger ones, but little information is available about age-patterns in voluntary development activities undertaken in an employee’s own time. In a study of 1798 manufacturing workers, age and ten other factors were examined in relation to four types of activity: participation in a tuition refund scheme, learning in an employee development programme, attendance at an employee development centre, and use of a personal development record. Significant age- differences were found, and key influential factors were identified as older workers’ lower educational qualifications (representing both cognitive and affective differences) and their more limited learning motivation (linked to lower learning confidence and greater perceived time constraints). However, older individuals who had previously undertaken each form of development were as positive about that previous activity as were younger participants. Possible interventions to increase voluntary development at older ages include rewards for participation, enhancement of basic skills, pretraining in appropriate learning strategies, sequential exposure to graded learning demands, and steps to change organisational stereotypes of older staff.     

Market-Based Organisational Learning - Theoretical Reflections and Conceptual Insights

As an area of academic inquiry, organisational learning has matured to such an extent that it can now be described as an institutionalisation of a body of knowledge. Nonetheless, underlying the apparent maturity of this literature lies the proliferation of disciplines that claim aspects of this theoretical territory, each with their own ontological premises and schools of thought resulting in frequently conflicting theories which often reflect a diverse pattern of phenomenological domains, interpretative issues, methodological predilections and conflicting operationalisations. The marketing literature is characteristic in detecting elements in cognate disciplines and introducing them within the guise of mainstream marketing thought. Consequently, it was a matter of time before marketing academicians became interested in exploiting seams of organisational learning research that are relevant to areas of marketing. Consequently, a recent announcement by the Marketing Science Institute finds that market-based organisational learning is now a 'second tier' research priority for 2002-2004, reflecting its developing attraction in organisational, conceptual, theoretical and empirical respects. In this paper, an attempt will be made to address the following: to delineate the organisational learning concept by reviewing multi-disciplinary contributions; to evaluate the intellectual roots to market-based organisational learning by considering its theoretical heritage; to propose a model of the theoretical properties of market-based organisational learning; to consider the extent to which market-based organisational theory satisfies criteria for theory construction in marketing and organisation science; to identify critical gaps in our knowledge of market-based organisational learning; and, to indicate the contextual issues surrounding the development of market-based organisational learning programs in firms.     

On the Ethics of Trade Credit: Understanding Good Payment Practice in the Supply Chain

In spite of its commercial importance and signs of clear concern in public policy arenas, trade credit has not been subjected to systematic, extended analysis in the business ethics literature, even where suppliers as a stakeholder group have been considered. This paper makes the case for serious consideration of the ethics of trade credit and explores the issues surrounding slow payment of debts. It discusses trade debt as a kind of promise, but—noting that not all promises are good ones—goes on to develop an analysis of the ethics of trade credit grounded in an understanding of its fundamental purpose. Making a distinction between “operating” trade credit and “financial” trade credit, the paper provides an account of the maximum period for which it is appropriate for one company to delay payment to another from which it has purchased goods or services. The concern of commentators and policy makers that companies should not take too long to pay their debts is affirmed, but the understanding of what timely payment means is significantly finessed, with one conclusion being that, if debts have not already been settled according to acceptable standard terms of trade, cash should pass quickly back along the supply chain once the customer in the final product market has paid. The analysis has implications not only for companies that take credit but also for external parties that seek to rate companies or set regulations according to speed of payment—an approach that is shown to be misleadingly simplistic, albeit well intentioned. A corresponding important responsibility for suppliers, not to extend excessive credit (and thus act as a quasi-bank), also follows from the analysis developed. Having provided a novel analysis of an important business problem, the paper then discusses some of the related practical issues and makes suggestions for further research.     

Eighteenth Century Monopoly: The Cornish Metal Company Agreements of 1785

Alfred Chandler has recently suggested that ‘the general failure to develop organisational capabilities weakened British industry and with it the British economy’. However, his view has been criticised as regards British multinational investment, where organisational forms such as mercantile groups were significant. This article examines the organisational links between companies in the P&;O shipping group during a period in which it was mainly located within the Inchcape mercantile group. Links were loose and often informal, which facilitated devolution of decision making. Although the financial crisis faced by the P&;O group in 1932 may partly have been due to an excessive accumulation of information and control in the hands of a single individual, the organisational structure proved sufficiently resilient to persist after the crisis had been resolved. It is concluded that, in the inter-war years just as in the pre-World War I period, personal capitalism and informal organisational structures benefited from networks of trust and thus cannot be rejected as weak.     

The missing link? Understanding the relationship between individual and organisational learning

This article recognises that individual learning plays a key role in organisational learning. It identifies that there has been little empirical research to date exploring the interaction between individual and organisational learning. New research is presented from a company engaged in organisational learning, by a case study investigation utilising qualitative and quantitative research methods. The article explores key issues in training and development related to the interaction of individual and organisational learning, and concludes that individual learning is related to organisational learning through a range of factors including positive learning climate, active informal learning by individuals, and effective communication of skills and knowledge.     

The impact of workplace support and identity on training transfer: a case study of drug and alcohol safety training in Australia

Previous research has indicated that the transfer climate of work organisations is an important factor in determining the degree to which knowledge, skills and abilities gained in training transfer to the workplace. In particular, workplace social support from supervisors and coworkers is consistently cited as an important factor that can facilitate or inhibit training transfer. However, research evidence regarding the impact of workplace social support on training transfer is mixed. In order to address this issue a study was conducted to identify under what conditions workplace social support impacts on training transfer. This study evaluated a workplace drug and alcohol training programme * * The training evaluated in this study is part of the Building Trades Group Drug and Alcohol Programme. This is a national drug and alcohol programme for the Australian Building and Construction Industry. For more information on this programme, visit: http//www.btgda.org.au .
to examine the impact of workplace social support and identification with workplace groups on training transfer. Results indicated that the influence of workplace social support on training transfer was moderated by the degree to which trainees identified with workplace groups that provided this support. This study supports the proposition that in order to fully understand training transfer, and to design effective training programmes, training research and practice needs to focus on both the personal and situational factors that may interact to influence learning and transfer.     

Softening the Blow: Company Self-Disclosure of Negative Information Lessens Damaging Effects on Consumer Judgment and Decision Making

Is self-disclosure of negative information a viable strategy for a company to lessen the damage done to consumer responses? Three experiments assessed whether self-disclosing negative information in itself lessened the damaging impact of this information compared to third-party disclosure of the same information. Results indicated that mere self-disclosure of a negative event positively affected consumers’ choice behavior, perceived company trustworthiness, and company evaluations compared to third-party disclosure. The effectiveness of the self-disclosure strategy was moderated by the initial reputation of a company, such that its impact was only observed for companies that had a poor reputation at the outset. For them, self-disclosure considerably lessened the impact of negative information compared to third-party disclosure. For companies that enjoyed a positive reputation, type of disclosure did not affect consumer responses. Mediation analysis showed that perceptions of company trustworthiness underlie the effects of the self-disclosure strategy on consumer judgment.     

Evaluating the effects of executive learning and development on organisational performance: implications for developing senior manager and executive capabilities

In spite of decades of research into high‐performance work systems, very few studies have examined the relationship between executive learning and development and organisational performance. In an attempt to close this gap, this study explores the effects of a validated four‐dimensional executive learning and development measure on a composite measure of organisational performance. The study is based on ordinal regression analysis with empirical data elicited from 222 executives and senior leaders drawn from a wide geographic region. The theoretical link theoretical between the two variables was established by building on the Activity‐Motivation‐Outcome concept in order to encapsulate human capital, dynamic capability, resource dependency, social exchange and leader‐member‐exchange theories. The study reported an overall positive effect of executive learning and development on firm performance and has significant implications for the effective development of executive and senior management capabilities as a means of improving organisational effectiveness.     

The Impact of Origins of Reverse Technology Transfer on MNC Home‐Country Product Development

Reverse technology transfer (the transferring of multinational corporation [MNC] subsidiaries’ technological knowledge to their home country) deserves more executive attention since the source of competitive advantage of MNCs resides in their capabilities to leverage knowledge from different units across borders. This article examines three salient “origins” of reverse technology transfer—headquarters, local constituents, and subsidiary research and development (R&D) activity—and their impact on MNCs’ home‐country product development. We argue that reverse technology transfer from subsidiary R&D activity is more likely to have a positive impact on MNC home‐country product development than the other two origins because reverse transfer from local constituents requires high integration cost, and transfer from headquarters adds little technological novelty. We also develop two contingency hypotheses for the latter two origins to increase their likelihood of positive impacts on home‐country product development. Using a data set of 1,331 Taiwanese MNCs, our empirical evidence provides two important messages to managers: (1) a subsidiary whose technology mainly relies on its R&D would be an ideal target for reverse transfer; and (2) reverse transfer from local constituents and headquarters can be effective when they fit with an appropriate organizational mechanism, such as governance mode and absorptive capacity. © 2016 Wiley Periodicals, Inc.     

Perceived work conditions and self-directed learning in the process of work

Self-directed learning at work is becoming a megatrend in training and organisational development. However, there is a wide range of meanings subsumed under this concept. Referring to theoretical considerations in the domains of motivation, interest, strategies of learning and control, a conceptual model of self-directed learning, called the Two-Shell Model of Motivated Self-Directed Learning was developed and validated. The impact of selected perceived work conditions (experienced autonomy, competence and social integration) on this type of learning was structurally modelled with a sample of 67 employees in the fish processing industry. On the basis of these theoretical considerations and results the instrument ‘project group’ is analysed and recommended to support motivated self-directed learning.