Impact of the cognitive learning factors on sustainable organizational development

Turi, Jamshid Ali; Sorooshian, Shahryar; Javed, Yasir

doi:10.1016/j.heliyon.2019.e02398

Cited by 13 publications

(9 citation statements)

References 29 publications

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“…For example, Tohidi and Jabbari prove that organizational learning is a critical factor for organizational innovation and introduced five factors of OLC on product innovation performance [51]. Turi et al argue that cognitive learning factors have a significant impact on sustainable organizational development [52]. Ali et al propose that, under the same organizational conditions, organizational learning could increase the capacity of an organization to innovate [53].…”

Section: Olcmentioning

confidence: 99%

Mediating Effect of Organizational Learning Capacity on the Relationship between Relational Embeddedness and Innovation Performance in Freight Logistics Service

Bai

et al. 2021

Complexity

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Cooperative innovation has become a critical method for freight logistics firms in supply chain management. The previous study has proved that relational embeddedness (RE) has a positive effect on service innovation performance. However, the influence of organizational learning capacity (OLC) has been widely ignored. This study focuses on explaining the mechanism of OLC on the relationship between RE and innovation performance of freight logistics service (IPFLS). Firstly, a theoretical model is constructed based on Social Network Theory, and four research hypotheses are presented. Secondly, a sample of 236 respondents from freight logistics firms in China is analyzed to test the hypotheses. Finally, several management implications and recommendations are suggested. The research results demonstrate that both RE and OLC have positive effects on IPFLS. Meanwhile, OLC partially mediates the relationship between RE and IPFLS. The findings provide practical guidance for managers to strengthen the relationship with partners and enhance OLC.

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Section: Olcmentioning

confidence: 99%

Mediating Effect of Organizational Learning Capacity on the Relationship between Relational Embeddedness and Innovation Performance in Freight Logistics Service

Bai

et al. 2021

Complexity

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“…To measure these indices, various metrics (quantitative, qualitative, and mixed) have been applied. The qualitative dimensions emphasize employees' satisfaction and system usage (e.g., Menolli et al 2020;Turi et al 2019), as well as managers' perceived gained value and benefits (e.g., Lee et al 2015b;Xiang et al 2020) and firms' perceived effective utilization of eOL resources (López-Nicolás and Meroño-Cerdán 2011). The quantitative dimensions focus on usage, feasibility, and experience at different levels within an organization, based on interviews, focus groups, and observations (Costello and McNaughton 2018;Michalski 2014;Stoffregen et al 2016).…”

Section: Discussionmentioning

confidence: 99%

“…In this paper, we define e-learning enhanced organizational learning (eOL) as the utilization of digital technologies to enhance the process of improving actions through better knowledge and understanding in an organization. In recent years, a significant body of research has focused on the intersection of e-learning and organizational learning (e.g., Khandakar and Pangil 2019;Lin et al 2019;Menolli et al 2020;Turi et al 2019;Xiang et al 2020). However, there is a lack of systematic work that summarizes and conceptualizes the results in order to support organizations that want to move from being information-based enterprises to being knowledge-based ones (El Kadiri et al 2016).…”

mentioning

confidence: 99%

Systematic Literature Review of E-Learning Capabilities to Enhance Organizational Learning

2021

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E-learning systems are receiving ever increasing attention in academia, business and public administration. Major crises, like the pandemic, highlight the tremendous importance of the appropriate development of e-learning systems and its adoption and processes in organizations. Managers and employees who need efficient forms of training and learning flow within organizations do not have to gather in one place at the same time or to travel far away to attend courses. Contemporary affordances of e-learning systems allow users to perform different jobs or tasks for training courses according to their own scheduling, as well as to collaborate and share knowledge and experiences that result in rich learning flows within organizations. The purpose of this article is to provide a systematic review of empirical studies at the intersection of e-learning and organizational learning in order to summarize the current findings and guide future research. Forty-seven peer-reviewed articles were collected from a systematic literature search and analyzed based on a categorization of their main elements. This survey identifies five major directions of the research on the confluence of e-learning and organizational learning during the last decade. Future research should leverage big data produced from the platforms and investigate how the incorporation of advanced learning technologies (e.g., learning analytics, personalized learning) can help increase organizational value.

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“…This creativity can increase when students have authority over the work process. Students can work independently with confidence to complete assignments if students are empowered by giving them more authority over the work processes they do [74].…”

Section: The Relationship Between Self-efficacy With Reading Testmentioning

confidence: 99%

Self-efficacy and Reading Test Result in Senior High School: Does it Correlate?

Lestari¹,

Saleh²,

Mujiyanto³

et al. 2020

ujer

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This study aims to examine the reading scores of a second-grade class in a public school and their relationship to student self-efficacy. Given the importance of students' self-efficacy in reading test results, this study uses a mixed-methods approach. Samples were taken using a purposive sampling technique with one class consisting of thirty-four students who participated in this study. In this study, data were collected from a self-efficacy scale and reading test. To see the relationship between self-efficacy and student reading tests, the authors conducted a Pearson simple correlation test. From the result of the Pearson simple correlation formula, the findings show that there is very close parallelism between students' self-efficacy and reading tests. This current study indicates that higher students' self-efficacy will actively enhance the quality of teaching-learning activity. One of which is by giving encouragement and constructive feedback to the students continuously. However, it also has some limitations in terms of length of study and data collection. First, after knowing that self-efficacy has a close correlation with student reading results, then further research in implementing ways to improve student self-efficacy will be beneficial to improve student self-efficacy. Second, the study results found that there are students who are at a low level of self-efficacy. Thus, further research can be conducted by collecting other research data such as questionnaires or interviews to explore the factors that cause their low self-efficacy and then look for efforts to improve it.

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Impact of the cognitive learning factors on sustainable organizational development

Cited by 13 publications

References 29 publications

Mediating Effect of Organizational Learning Capacity on the Relationship between Relational Embeddedness and Innovation Performance in Freight Logistics Service

Mediating Effect of Organizational Learning Capacity on the Relationship between Relational Embeddedness and Innovation Performance in Freight Logistics Service

Systematic Literature Review of E-Learning Capabilities to Enhance Organizational Learning

Self-efficacy and Reading Test Result in Senior High School: Does it Correlate?

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