Impact of work‐related values upon attitudes toward changes and organizational learning in Chinese organizations

Alas, Ruth; Vadi, Maaja; Sun, Wei

doi:10.1108/17506140910963620

Cited by 7 publications

(7 citation statements)

References 30 publications

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“…Even though organizations should use their ability to recognise and acquire new information, assimilate knowledge and then apply it to commercial ends (Cohen & Levinthal, 1990), the mechanism through which banks in this study recruit sources of training, the timing of the training sessions and the methods of selecting the participants (bankers) for those training opportunities come in disagreement with this theory and with what has been highlighted earlier by Mousa and Ayoubi (2019), who consider nepotism as a determinant factor in giving rewards and awards in the Egyptian public sector. This contradicts recommendations by Alas et al (2009), who urge transparent institutional procedures in addition to a kind of cultural equality for the effective functioning of organizational learning.…”

Section: Theoretical Implicationsmentioning

confidence: 77%

Contexts of organizational learning in developing countries: the role of training programmes in Egyptian public banks

Massoud

Ayoubi

2021

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PurposeLittle research into organizational learning in the public sector in developing countries' is known. In this paper, the authors investigated the context of organizational learning in the public banks in Egypt.Design/methodology/approachAn ethnographic field research was employed by spending a month inside each of two public banks in Egypt. The ethnographic experience was operationalised by using direct observations of learning processes, procedures and practices, semi-structured interviews with learning specialists and focus group discussions with bankers. The authors used thematic analysis to determine the main themes in the previous data collection methods of ethnographic approach.FindingsThe findings confirmed a lack of clear focus for the organizational learning practices employed by the banks, which highlights issues of seriousness in undertaking and/or tackling organizational learning, and increased doubts in relation to the added value of the different forms of formal trainings bankers participate in. To enhance the culture and maintain effective functioning of formal organizational learning, the authors suggest considering the following three categories of barriers: purpose-related barriers, implementation and evaluation barriers.Originality/valueDespite the generalisability caveats associated with the organizations studied, the authors believe that this paper contributes to the existing theory of organizational learning as it provides insights and understanding on the purpose, frame, conduct and results of organizational learning in the public sector. More specifically, the study is unique and is different from previous relevant studies as it relies on ethnographical approach in exploring how organizational leaning practices are perceived in public banks in developing countries.

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Section: Theoretical Implicationsmentioning

confidence: 77%

Contexts of organizational learning in developing countries: the role of training programmes in Egyptian public banks

Massoud

Ayoubi

2021

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“…Managers are the key drivers of organisational change and their approaches to nurturing organisational learning through shared vision, personal mastery, mental models, team and system learning (DiBella, Nevis & Gould, 1996;Senge, 1990) are critical. Alas, Vadi and Sun (2009), Dumphy, Turner and Crawford (1997) and Gravin (1993) have treated organisational learning as outcomes.…”

Section: Discussionmentioning

confidence: 99%

What matters for organisational change? Evidence from DEPZ, Bangladesh

Islam

2013

SA j. hum. resour. manag.

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Orientation: The role of leadership and human resources (HRM) at the managerial level in the economic zones to implement organisational change have been well described in developing countries although they are often not well documented.Research purpose: The purpose of this article is to investigate the relationship between leadership, organisational behaviour and HRM in Dhaka export processing zone (DEPZ) enterprises.Motivation for the study: This study has given a direction for implementing organisational change in DEPZ organisations, where leadership, organisational behaviour and HRM have significant effects on organisational change.Research design, approach and method: The author completed a survey using a structured questionnaire on 53 enterprises in the DEPZ. The sample size was 216. The author tested the research hypotheses by using statistical tools like step-wise multiple regression analysis. The author also used Pearson correlations, a t-test, an ANOVA and a radar diagram in this study.Main findings: The results provide evidence that leadership behaviour, organisational behaviour factors and HRM practices have direct relationships with organisational change. In short, it requires high level of leadership ability, employee motivation and commitment, recruitment, performance appraisal and reward to bring about effective organisational change.Practical/managerial implications: The results show that organisational learning, transformational and transactional leadership, compensation and unionisation practices reinforce organisational change at DEPZ enterprises.Contribution/value-add: The results of this study show that organisational change requires integration with leadership ability, organisational behaviour and HRM practices, which are useful for developing companies, industries and the national economy

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“…In practice, organizational learning has both structural and cultural elements (Alas et al, 2009;Slater and Narver, 1994). Therefore, the development of learning organizations requires both structural and cultural changes.…”

Section: Organizational Learning Mechanismsmentioning

confidence: 99%

Strategic intent, organizational environment, and organizational learning mechanisms

Fang

Chen

2016

Personnel Review

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Purpose – The purpose of this paper is to develop different kinds of organizational learning mechanisms based on various types of strategic intents (proactive- and reactive-orientation) and organizational environments (stable and unstable). Design/methodology/approach – The authors utilized a grounded theory approach, and corroborated the results using multiple interviews and documents related to various cases. The authors determined the inter-judge agreement and performed a composite reliability analysis to ensure the robustness of the research. Findings – Successful organization learning is contingent upon managerial strategic intent and the organizational environment in which the organization operates. Proactive strategic intent will cultivate a group-oriented learning system, whereas reactive strategic intent emphasizes the effectiveness of personal learning. Firms in an environment marked by radical change utilize experiential learning mechanisms (participation- and experience-orientation), whereas firms in a stable environment use a specialist-knowledge-oriented approach to learning (benchmarking- and specializing-orientation). Originality/value – The authors offer a theoretical framework two-by-two matrix that has practical implications in providing managers with guidance in selecting the appropriate organizational learning mechanism to implement in their firms.

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Impact of work‐related values upon attitudes toward changes and organizational learning in Chinese organizations

Cited by 7 publications

References 30 publications

Contexts of organizational learning in developing countries: the role of training programmes in Egyptian public banks

Contexts of organizational learning in developing countries: the role of training programmes in Egyptian public banks

What matters for organisational change? Evidence from DEPZ, Bangladesh

Strategic intent, organizational environment, and organizational learning mechanisms

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