PurposeThe present study sets out to propose and validate a measurement scale that aims to capture the organisational capability to learn, based on a comprehensive analysis of the facilitating factors for learning. The organisational learning capability scale consists of 14 items grouped into five dimensions: experimentation, risk taking, interaction with the external environment, dialogue, and participative decision making.Design/methodology/approachData were collected from eight Spanish ceramic tile manufacturers. The survey was addressed to shop floor workers. A total of 157 valid questionnaires were obtained, representing a response rate of 61 per cent. Using confirmatory factor analysis, the construct measurement model was tested and the scale was validated.FindingsThe results of the study indicate that the operational measure developed here satisfies the criteria for unidimensionality, reliability, and validity.Research limitations/implicationsBecause of the sample features, final results should be considered with caution. Further research is needed to validate the organisational learning capability scale in other contexts and addressed to other kinds of respondents. However, this study contributes to organisational learning research by providing a valid and reliable operational measure that is expected to help researchers in future theory testing.Practical implicationsThe proposed measurement scale for organisational learning capability could be implemented as an audit tool. Thus, managers could unveil which organisational learning issues are strong and which are weak. This would provide guidance for improvement.Originality/valueThis paper provides a new measurement instrument for organisational learning capability.

This research contributes to the entrepreneurial orientation (EO)–performance literature by offering a wider picture that includes two intermediate steps: organizational learning capability (OLC) and innovation performance. This study also provides an explanation of intra‐industry firm performance differences by focusing on EO. We use structural equation modeling to test the hypotheses on a data set from Italian and Spanish ceramic tile producers. The results support our conceptual model and demonstrate its usefulness in explaining differences in intra‐industry firm performance. Findings suggest that OLC and innovation performance should be enhanced by managers in order to boost the positive EO–performance link.

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Purpose -The purpose of this paper is to report the results of a study aimed at conceptualising and developing valid measurements for two key dimensions of product innovation performance-efficacy and efficiency -in the context of firm competition. Design/methodology/approach -Data were collected from French biotechnology firms. Using structural equations modeling, the constructs' measurement models were tested and the scale was validated. Findings -The results of the study indicate that the operational measures developed here satisfy the criteria for unidimensionality, reliability, and validity. Research limitations/implications -This study contributes to innovation management research by providing a set of valid and reliable operational measures. These measures are expected to help researchers in theory testing. Because of the sample features, final results should be considered with caution. Practical implications -The proposed measurement scale for product innovation performance could be implemented as an innovation audit tool. Originality/value -This paper provides a new measurement instrument for product innovation performance.

Organizational learning capability has been considered an essential issue of an organization's effectiveness and potential to innovate and grow. Although its positive effects on organizations and employees are generally assumed, there is no empirical evidence of its positive association with employee attitudes such as job satisfaction. This paper aims to investigate the relationship between organizational learning capability and job satisfaction through the questionnaire responses of 157 employees from eight companies in the Spanish ceramic tile industry. Results suggest that organizational learning capability and job satisfaction are strongly linked.