Threats and opportunities for learning organizations – Nordic perspective and experience

Rupčić, Nataša

doi:10.1108/tlo-04-2022-280

Cited by 4 publications

(5 citation statements)

References 14 publications

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“…A basic assumption underlying the cognitive-behavioral approach is that organizational learning is about the development and change of routines through the accumulation of experience and feedback in relation to targets (March, 1991;March & Olsen, 1976). Culture and cultural context in learning organizations (Dahl & Irgens, 2022;Rup ci c, 2022b) is a core concept of the sociocultural (or situated) approach with learning as participation in work practices and activities A key assumption is that learning cannot be separated from work and other social practices where it is assumed to take place or be used (Brown & Duguid, 1991) and is a matter of participation in practices (Lave & Wenger, 1991). The knowledge-creating approach is based on the view that the production, transformation and utilization of knowledge are fundamental for understanding organizational learning (Paavola et al, 2004).…”

Section: Defining Organizational Learningmentioning

confidence: 99%

Bridging the policy-practice gap: a dual challenge of organizational learning

Martin,

Ellström,

Wallo

et al. 2024

TLO

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Purpose This paper aims to further our understanding of policy–practice gaps in organizations from an organizational learning perspective. The authors conceptualize and analyze policy–practice gaps in terms of what they label the dual challenge of organizational learning, i.e. the organizational tasks of both adapting ongoing practices to prescribed policy demands and adapting the policy itself to the needs of practice. Specifically, the authors address how this dual challenge can be understood in terms of organizational learning and how an organization can be managed to successfully resolve the dual learning challenge and, thereby, bridge policy–practice gaps in organizations. Design/methodology/approach This paper draws on existing literature to explore the gap between policy and practice. Through a synthesis of theories and an illustrative practical example, this paper highlights key conceptual underpinnings. Findings In the analysis of the dual challenge of organizational learning, this study provides a conceptual framework that emphasizes the important role of tensions and contradictions between policy and practice and their role as drivers of organizational learning. To bridge policy–practice gaps in organizations, this paper proposes five key principles that aim to resolve the dual challenge and accommodate both deployment and discovery in organizations. Research limitations/implications Because this is a conceptual study, empirical research is called for to explore further and test the findings and conclusions of the study. Several avenues of possible future research are proposed. Originality/value This paper primarily contributes by introducing and elaborating on a conceptual framework that offers novel perspectives on the dual challenges of facilitating both discovery and deployment processes within organizations.

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Section: Defining Organizational Learningmentioning

confidence: 99%

Bridging the policy-practice gap: a dual challenge of organizational learning

Martin,

Ellström,

Wallo

et al. 2024

TLO

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“…Therefore, the authors of this study proposed that CSE may mediate the relationship between LO and IWBs. Following the suggestions of another researchers (Xu et al, 2022;Rupčić, 2022), they suggested a need to consider moderating variables concerning the internal forces of individuals on IWBs. Therefore, the authors of this study proposed SL as a moderator between LO -IWBs and CSE -IWBs relationships.…”

Section: Significance and Problem Of Researchmentioning

confidence: 99%

Learning organizations and innovative work behaviors: A moderated mediation model from the perspective of social schema theory

Chughtai1,

Khalid

2023

OrgPsy

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Purpose. The present study aimed to examine the intervening impact of creative self-efficacy amid learning organizations — innovative work behaviors relationships. Also, this study investigates the moderating role of self-leadership amid learning organizations — innovative work behaviors and amid creative self-efficacy — innovative work behaviors relationships. Study design. Three hundred sixty-one employees and one hundred twenty-six immediate supervisors (officers) voluntarily participate in the data collection survey from the manufacturing sector (pharmaceutical and automobile). Using different statistical software (i.e., AMOS v.22, Smart-PLS v.3, SPSS v.25, and PROCESS-macro), the hypothesized relationships (i.e., direct, indirect, moderation, and moderated mediation) were tested. Findings. The present study’s findings reveal that creative self-efficacy partially mediates the learning organizations— innovative work behaviors relationships. Also, results indicate that self-leadership moderates the learning organizations — innovative work behaviors and creative self-efficacy — innovative work behaviors relationships. Implications for practice. The present study enlightens the importance of learning organizations for enhancing innovative work behaviors in the workforce. Rapid worldwide unprecedented changes increase the competition level and require a change in the working structure. Creative self-efficacy of the employees helps the management overcome this uncertain situation through innovative behaviors. Additionally, self-leadership plays a vital role with the support of learning organizational culture and creative self-efficacy for enhancing innovative work behaviors. Value of theresults. The present study will be helpful for management by explaining how to overcome the situation of uncertain change in the business world; also, this study responds to the unanswered questions which occur in the current era, such as how organizations increase the innovative behaviors of their workforce for survival and competitive advantage. Moreover, this study adds knowledge to work psychology and organizational behavior by explaining the intervening role of creative self-efficacy and moderating role of self-leadership.

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“…Moreover, this study overcomes the suggested gap by Hassani et al (2022), where they suggested that there is a need for research to examine the impact of LOs on another outcome with different intervening constructs; for that purpose, the researchers of this study use IWBs as criterion variable and CSE as an intervening variable. By following the suggestion of Rupčić (2022), the researchers of the present study use SL as a moderator between CSE-IWBs relationship. Moreover, Harari et al (2021) suggested in their meta-analytic study that SL behaviors may be helpful with self-efficacy for positive outcomes; therefore, the researchers of this study propose CSE as a mediator and SL as a moderator for higher IWBs.…”

Section: N E E D F O R T H I S S T U D Ymentioning

confidence: 99%

“…but also promote competition, which forces organizations to transform their working according to the requirements of the era of change (Iqbal, Latif, & Ahmad, 2020). These changed circumstances create ambiguity, vagueness, and higher risk, making it challenging for the management of the organizations and workforce to take initiatives for a successful change implementation with clear directions (Rupčić, 2022). In contrast, innovations become obligatory for the sustainability of the organizations in the highly competitive market; also to handle the situations which occur due to swift globalized change (Lee, Choi, & Kang, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Now, it has become mandatory for organizations to concentrate on their human capital by using the learning means to modernize their systems for sustainable transformation in the rapidly changing world. In the modern era, response to rapid change is possible with innovations that can be attained through learning; for that purpose, there is a need for awareness among the employees about learning, which alternatively boosts creative pressure for a meaningful change (Rupčić, 2022) that produces positive outcomes, i.e., IWBs.…”

Section: Introductionmentioning

confidence: 99%

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Learning Organizations and Innovative Work Behaviors: A Moderated Mediation Model of Creative Self-Efficacy and Self-Leadership from the Perspective of Social Cognitive Theory and Social Schema Theory

Chughtai,

Khalid

2022

jirms

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Purpose: The purpose of this study is to investigate the direct effect of learning organizations on innovative work behaviors. This study also examines the mediating effect of creative self-efficacy between learning organizations and innovative work behaviors. Additionally, this study investigates the moderating role of self-leadership between creative self-efficacy and innovative work behaviors. Study design/methodology/approach: A total of 487 permanent employees (361 subordinates and 126 immediate officers/supervisors) from the manufacturing sector voluntarily in a non-contrived setting participate in the data collection survey. Statistical analysis of this study is conducted using different statistical software (SPSS v.25, AMOS v.22, and Smart-PLS v.3) to test the direct, mediation, moderation, and moderated mediation hypothesized relationships. Findings: Results of this study reveal that learning organizations predict innovative work behaviors of employees. This study's findings also reveal that creative self-efficacy partially mediates the relationship between learning organizations and innovative work behaviors. Furthermore, results indicate that a higher level of self-leadership moderates the positive relationship between creative self-efficacy and innovative work behaviors. Finally, this study’s results confirm that a higher level of self-leadership indirectly influences the positive relationship between learning organizations and innovative work behaviors via creative self-efficacy. Research limitations/implications for Practice: The present study highlights the importance of learning organizations for the enhancement of innovative work behaviors of employees. The employees' creative self-efficacy helps the management to overcome the uncertain situations of rapid globalized change through innovative behaviors. Additionally, self-leadership is vital for individuals and organizations to support the learning organization's culture and creative self-efficacy for enhancing innovative work behaviors. Originality/value of the Results: The present study will be helpful for the management how to overcome the circumstances of unprecedented changes which occur rapidly around the world; also, the findings of this study be beneficial for the management how to increase innovative behaviors of their workforce, which are now mandatory for survival and competitive advantage. Moreover, this study adds knowledge to positive psychology and organizational behavior by explaining the mediating role of creative self-efficacy and moderating role of self-leadership.

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Threats and opportunities for learning organizations – Nordic perspective and experience

Cited by 4 publications

References 14 publications

Bridging the policy-practice gap: a dual challenge of organizational learning

Bridging the policy-practice gap: a dual challenge of organizational learning

Learning organizations and innovative work behaviors: A moderated mediation model from the perspective of social schema theory

Learning Organizations and Innovative Work Behaviors: A Moderated Mediation Model of Creative Self-Efficacy and Self-Leadership from the Perspective of Social Cognitive Theory and Social Schema Theory

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