This study evaluates the relationship between knowledge management (KM) and dynamic capabilities. This goal stems from a lack of research regarding the impact of KM on strategic organisational aspects, particularly in firms from emerging economies. Theoretically, the link between KM and dynamic capabilities (DC) is based on the knowledge-based view of the firm (KBV). This posits that knowledge, when appropriately managed, is the main source of strategic renewal for organisations. As such, hypotheses about the relationship between KM and the dimensions of DC were both formulated and tested, in 93 knowledge-intensive organisations in Colombia, using structural equation modelling. The results indicate that KM has a significant impact on dynamic capability dimensions. For practitioners, this study sheds light on the relevance of the implementation of KM initiatives, in order to activate DC in organisations.
This study evaluates the influence of training on competitive strategy implementation, a little-explored relationship in the strategic human resource literature. Theoretically, this goal is grounded in the resource-based view of the firm, which postulates that training is a strategic resource. Additionally, contingency theory is adopted herein, in order to understand the ways in which training varies, in accordance with firm strategy. Relationships between training in specific content and Milesand Snow's opposite strategies (prospector and defender) were proposed and subsequently tested in 205 large Colombian industrial companies, through structural equation modeling. Given that prospectors compete via new products and market development, and defenders through operational efficiency, it was found that research-development, marketing, and sales training support prospector strategy implementation, and that operations management and finance training support defender strategy implementation. The results further indicate that, if training contents are not linked to the correct strategy, they do not support its implementation. In organizational terms, this suggests that training supports strategy implementation, as long as employees are trained in the appropriate content. K E Y W O R D S training/training and development, strategic HRD, human resource management, human capital, competencies/competency
Este estudio evalúa la influencia de la escucha empática de los profesores y la diversidad en el aula de clase con el rol mediador de la confianza. El propósito responde a la escasez de estudios sobre estas relaciones en el contexto educativo universitario, especialmente en lo que tiene que ver con la acreditación profesoral y el uso de estas variables en las aulas de clase latinoamericanas. Así, hipótesis sobre la influencia directa de la escucha empática en la diversidad y sobre la mediación de la confianza en esta relación fueron evaluadas a través de un Modelo de Ecuaciones Estructurales mediante la técnica de los Mínimos Cuadrados Parciales, en una muestra de 107 profesores colombianos de educación superior. Los resultados de este estudio indican que la escucha empática influye de manera positiva y significativa en la diversidad y, además, señalan que la confianza es un mecanismo que media de manera parcial, pero significativa, la relación entre ambas variables. Estos resultados implican que la diversidad en el aula se fomenta cuando los profesores mejoran su capacidad para escuchar a los estudiantes de manera empática. Asimismo, advierten que esta escucha conduce a la generación de confianza entre profesores y estudiantes, lo que facilita la expresión de la diversidad en el aula de clase. Si los profesores acreditan competencias en estas tres variables se hace visible el aprendizaje significativo en los estudiantes.
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