This article presents a critical examination of the process of stakeholder dialogue in the Corporate Social Responsibility (CSR) field. It utilises data from a three-year research project into stakeholder dialogue processes to discuss three central themes: first, what is meant by the term ‘dialogue’, both from a theoretical perspective and from its practical application within CSR; second, the challenges of creating effective dialogue; and third, measuring and assessing the potential outcomes of dialogue. In providing a critical overview of these themes, (...) the article examines the nature of organisational learning through stakeholder engagement and dialogue. It questions the motives behind engagement in dialogue and highlights some of the potential challenges for organisational learning posed by opting for a stakeholder dialogue approach. It argues that organisations engaging in stakeholder dialogue must have a clear understanding of the implications of undertaking a dialogue process and have a long-term perspective regarding the outcomes and learning likely to emerge from it. While stakeholder dialogue may produce significant results, it is argued, many of these may be difficult to quantify on a short-term basis. (shrink)

Social reporting has become an increasingly important dimension of the corporate social responsibility process. The growing necessity to include the social dimension in reporting practices raises important questions about the nature of social responsibility and its impact on corporate and individual behaviour and performance. The literature has yet to provide a reliable theoretical definition of corporate social responsibility and performance, however. Based on the approach proposed by Simons, we argue that organisational reporting about social responsibility can be viewed as a (...) learning tool in some instances. Under this view the design and implementation of corporate social reporting procedures may lead to individual and organisational dynamic changes that foster organisational performance. Research propositions are then derived from the analysis. (shrink)

There is a claim that clinical ethics support services (CESS) improve healthcare quality within healthcare organisations. However, there is lack of strong evidence supporting this claim. Rather, the current focus is on the quality of CESS themselves or on individual learning outcomes. In response, this article proposes a theoretical framework leading to empirical hypotheses that describe the relationship between a specific type of CESS, moral case deliberation and the quality of care at the organisational level. We combine insights from (...) the literature on CESS, organisational learning and quality improvement and argue that moral case deliberation causes healthcare professionals to acquire practical wisdom. At the organisational level, where improving quality is a continuous and collective endeavour, this practical wisdom can be aggregated into morisprudence, which is an ongoing formulation of moral judgements across cases encountered within the organisation. Focusing on the development of morisprudence enables refined scrutinisation of CESS-related quality claims. (shrink)

Traditionally, learning organizations face certain constraints related to both exogenous and endogenous factors. This paper models three well-established constraints that employees face while being part of their organizations. One is an explicit constraint on their natural behavior, and two implicit constraints on their endeavor to acquire new knowledge and perform new actions. The implicit constraints, which are elaborated, are related to their relative performance in acquiring new knowledge and by their consecutive actions based on the new knowledge gained. Therefore, (...) this paper attempts to underline such limitations which the agents face under organizational culture and suggest possible strategic initiatives that would effectively counteract such binding limitations to stimulate positive performances from their end. (shrink)

In the article, we propose to frame organizational learning as inquiry into and resolving tensions arising from the performance of different commitments to work and its organizing. We expand learning as participation with its focus upon identity and membership to the development of work and the experiences and knowledge of its participants. The proposal is inspired by pragmatist philosophy both through its emphasis on learning as ascribing meaning to experience and its sociological version, symbolic interactionism with (...) its emphasis on work and its organizing in social arenas/worlds. We show that a pragmatist learning theory, founded on principles of non-dualistic, non-hierarchy, and a non-linear view on relations, thinking and practice aligns well with the proposed refurbished learning approach via complexity theory in this special issue. Further, we propose that Dewey’s pragmatism adds an important feature to a refurbished theory of learning in organizations by emphasizing the tensional and uncertain aspects of situations as contextual wholes that for a pragmatist learning theory constitute the analytical point of departure. (shrink)

Organizational learning, at the broadest levels, as it has come to be understood within the organization theory and management literatures, concerns the experientially driven changes in knowledge processes, structures, and resources that enable organizations to perform skillfully in their task environments (Argote and Miron–Spektor, 2011). In this chapter, we examine routines and capabilities as an important micro–foundation for organizational learning. Adopting a micro–foundational approach in line with Barney and Felin (2013), we propose a new model for (...) explaining how routines and capabilities play a causal role in transforming experience into repertoires of (actual or potential) organization–level behavior. More specifically, we argue that routines and capabilities are built out of capacities for shared – both joint and collective – intentionality (Tomasello, 1999, 2014; Bratman, 1999a, 2014) that enable individuals to engage in complex forms of collaboration in conjunction with multiple layers of scaffolds that encompass material and symbolic resources, social processes, and cultural norms and practices (Weick, 1995; Hutchins, 1995; Clark, 1997, 2008; Orlikowski, 2007). In short, we outline what we call the ‘scaffolded joint action’ model and suggest its potential as a micro–foundation of organizational learning. (shrink)

Through a consideration of the views of R.G. Collingwood on historical knowledge and conceptual change, this paper addresses organisational issues such as history, culture and memory. It then subjects the idea of ‘learning histories’ to critical scrutiny. It concludes that, because of their potential to become framing mental models, they may be in danger of failing to achieve the purposes for which they are used.

Cooperative innovation has become a critical method for freight logistics firms in supply chain management. The previous study has proved that relational embeddedness has a positive effect on service innovation performance. However, the influence of organizational learning capacity 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. 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. (shrink)

In order to study the influence of different entrepreneurial psychological leadership styles on organizational learning ability and organizational performance, and to provide theoretical basis for the improvement of organizational benefits of entrepreneurial enterprises in the future, 421 general managers, middle managers, and grass-roots managers of 350 small and medium-sized private enterprises in Beijing were surveyed by questionnaire in two forms: online and on site. Then, a hypothesis model of the relationship between different entrepreneurial psychological leadership styles (...) and organizational learning ability and organizational performance was constructed. The correlation between transformational, transactional, and laissez-faire psychological leadership style and organizational performance and organizational learning ability was analyzed using multiple regression models. AMOS 7.0 software was used to simulate and verify the model. The results show that transformational psychological leadership style is positively correlated with organizational learning ability, financial performance, and growth performance; transactional psychological leadership style is positively correlated with organizational financial performance, growth performance, and organizational learning ability; there is no correlation between laissez-faire psychological leadership style and organizational financial performance and growth performance, but there is a significant positive correlation between laissez-faire psychological leadership style and organizational learning ability. The covariance between the error terms of the internal and external potential variables of the model is positive, and the factor load value of each potential variable and the observed variable is between 0.5 and 1, which shows that transformational and transactional psychological leadership styles have more positive influence on organizational financial performance and learning ability than laissez-faire psychological leadership styles. The hypothesis model of the relationship between entrepreneurial psychological leadership style and organizational learning ability and organizational performance conforms to the adaptation criteria and is feasible. (shrink)

Participatory research (PR) has been analyzed and documented from different points of view, with emphasis on the benefits generated for farmers. The effect of PR on organizational learning has, however, received little attention. This paper analyzes the interaction between a research and a development institution, the International Potato Center (CIP) and CARE in Peru, respectively, and makes the case that PR can contribute to creating a collaborative learning environment among organizations. The paper describes the evolution of the (...) inter-institutional collaborative environment between the two institutions for more than a decade, including an information-transfer period (1993–1996), an action-learning period (1997–2002), and a social-learning period (2003–2007). Several lessons learned from each period are described, as are changes in institutional contexts and stakeholders’ perceptions. The case shows that research and development-oriented organizations can interact fruitfully using PR as a mechanism to promote learning, flexibility in interactions, and innovation. Interactions foster the diffusion of information and the sharing of tacit knowledge within and between organizations, which in turn influences behavior. However, the paper also argues that long-term inter-organizational interactions are needed to facilitate learning, which can be used to influence the way organizations implement their interventions in a constantly changing environment. (shrink)

The new features of the business environment have expanded the concept of organizational learning capability. In today’s competitive business environment, OLC has been recognized as an essential means to gain a sustainable competitive advantage. However, the effective development of that capability has not been sufficiently analyzed in the organizational learning literature. Prompted by a recent paradigm shift in the organizational sciences, this research explores the link between altruism and OLC testing a wider picture that includes (...) two intermediate steps: Relationship Conflict and Organizational Trust. To check our hypotheses, we used structural equations to analyze data from a survey of Spanish firms with recognized excellence in human resource management. Results indicate that organizational trust mediates on the altruism—OLC relationship; however, such linkage is not mediated by relationship conflict. Findings suggest that altruism and trust should be promoted in organizations in order to boost OLC. (shrink)

This study aims to explore the influence of organizational learning and dynamic capability on organizational performance of human resource service enterprises with the moderating role of technology environment and market environment. Data were gathered from 360 human resource service enterprises, and applied the hierarchical linear regression method and structural equation model to test the hypotheses. We found that organizational learning has a significantly positive impact on resource integration capability, as well as has a significantly positive (...) impact on resource reconfiguration capability of human resource service enterprises. Resource integration capability and resource reconfiguration capability have a significantly positive impact on organizational performance. Moreover, results indicated that the resource integration capability and resource reconfiguration capability partially mediate in the relationship between organizational learning and organizational performance. Furthermore, technology environment and market environment have positive moderation effect between resource integration capability and organizational performance of human resource service enterprises, as well as have positive moderation effect between resource reconfiguration capability and organizational performance of human resource service enterprises. The current study contributes to a better understand the impact mechanism of organizational learning on organizational performance from the perspective of organizational learning theory and dynamic capability theory. In addition, this study provides implications for human resource service enterprises and managers to improve organizational performance. (shrink)

The COVID-19 pandemic shocked the global economy, with numerous companies suffering losses and shutting down. However, some companies proved to be resilient, being able to sustain their economic performance despite the pandemic. The study aims to explain the sustainable economic performance of companies during the COVID-19 pandemic. The relationships between empowering leadership, innovative work behavior, organizational readiness to change, and sustainable economic performance were assessed. The data were collected via an online questionnaire from January 2021 to March 2021, during (...) the height of the COVID-19 pandemic in Russia. The respondents were Russian companies’ employees holding management positions, competent to objectively assess organizational circumstances during the COVID-19 pandemic. A sample of 337 was used in the analysis. Confirmatory factor analysis (CFA) with maximum likelihood estimation was conducted using SPSS AMOS. The structural model was tested with standardized parameter estimates, standard errors, and p-values calculated. The findings of the study suggest that innovative work behavior and organizational readiness to learn have a direct influence on sustainable economic performance. The findings also suggest that empowering leadership impacts innovative work behavior but not sustainable economic performance. The mediation analysis indicates that innovative work behavior is a mediator between empowering leadership and sustainable economic performance, whereas organizational readiness to learn is not a moderator. The study adds to the leadership and sustainability body of knowledge and contributes to the research on the COVID-19 pandemic in the organizational context. (shrink)

Key readings on knowledge management for graduate students and MBAs, this volume focuses on what is happening in practice. It includes seminal contributison from leading authorities and practitioners, providing a compelling picture of how knowledge and learning work in practice by including detailed examples from organizations such as Chevron, Nucor Steel, Partners Healthcare, and Xerox.

The digital shift leads to increasing changes. Employees can deal with changes through informal learning that enables needs-based development. For successful informal learning, self-regulated learning is crucial, i.e., to set goals, plan, apply strategies, monitor, and regulate learning for example by applying resource strategies. However, existing SRL models all refer to formal learning settings. Because informal learning differs from formal learning, this study investigates whether SRL models can be transferred from formal learning (...) environments into informal work settings. More precisely, are all facets relevant, and what are the relational patterns? Because informal workplace learning occurs through interaction with the context, this study investigates the influence of context, i.e., organizational learning culture and job characteristics on SRL. Structural equation modeling of N = 170 employees in various industries showed the relevance of the self-reported metacognitive strategies planning, monitoring, and regulation; the resource strategies help-seeking and effort regulation; and deep processing strategy elaboration. However, there was no evidence for organization strategies. The learning strategies were associated with self-efficacy and mastery-approach goal orientation. Regarding context, results supported indirect effects over self-motivational beliefs of learning strategies. Organizational learning culture was connected with mastery-approach goal orientation, whereas job characteristics autonomy and feedback were related to self-efficacy, which were again related to SRL strategies. Therefore, context can empower employees not only to accomplish their tasks but to develop themselves by applying SRL strategies. The results are discussed, and practical implications are outlined. (shrink)

Measuring outcomes using quantitative analytic methods is the hallmark of scientific research in healthcare. For clinical ethics support services (CESS), tangible outcome metrics are lacking and literature examining CESS quality is limited to evaluation of single cases or the influence on individual healthcare professional’s perceptions or behaviour. This represents an enormous barrier to implementing and evaluating ethics initiatives to improve quality. In this context, Kok _et al_ propose a theoretical framework for how moral case deliberation (MCD) can drive quality at (...) an organisational-level, termed _morisprudence_ 1. By offering mechanistic insights into how MCD can lead to organisational learning and quality improvement (QI), they provide a roadmap for actionable items to measure quality. As conceptualised, _morisprudence_ follows accumulation of organisational practical wisdom from a repertoire of ‘paradigmatic’ MCDs, aiding identification of patterns of morally important features. Here, there are parallels between healthcare professionals’ clinical judgement, where past experience... (shrink)

Publication date: 25 October 2017 Source: Author: Iman Khaki, Hamid Erfanian Khanzadeh, Azam Babaki Rad This study aimed to investigate the relationship between talent management and the innovative behavior of employees based on the mediating role of organizational learning. This study is a descriptive study, according to the data collection and analysis methods and, it is a survey, according to the implementation. It was conducted during 2015 to 2016 in Mashhad, Iran. Participants were 147 staffs employed in the (...) information technology organization of Mashhad municipality. Data were collected using three valid and reliable questionnaires. Data were analyzed using SPSS software version 19. According to the main hypothesis of the study, there is a significant relationship between talent management and the innovative behavior of employees, and organizational learning mediates the relationship between talent management and the innovative behavior of employees. Also, according to the minor hypothesis, there is a significant relationship between the components of talent management and innovative behavior and the components of organizational learning can mediate the relationship between talent management and innovative behavior. Organizational learning capability has a significant relationship with innovation and innovative behavior and the organizational learning is a way in which educational and training opportunities for employees can be linked to innovative goals. (shrink)

Learning and development are often linked in the organization studies literature. To understand the dynamics of organizational moral development, this paper utilizes the notion of organizational moral learning (OML). It is explored using three perspectives: organizational learning, Islamic and critical realist perspectives. The perspectives are then synthesized together to form a single framework, called the OML by ‘spiritual hearts’ framework. At the centre of the framework is the spiritual heart, the seat of profound understanding (...) and moral consciousness. The heart plays a central role in organizational moral development, especially with regard to its potential to be ‘purified’ and corrupted. Two extreme parameters then are created: on one side is the ‘purified hearts’ with high moral consciousness contributing towards OML, and on the other is the ‘corrupted hearts’ with high immoral consciousness contributing towards organizational immoral learning. Between the two extremes are the ‘diseased hearts’, possessing a mixture of moral and immoral consciousness to various degrees, and have the potentials to contribute to both moral and immoral developments. The paper further suggests strategies to facilitate OML and simultaneously inhibits organizational immoral learning. (shrink)

In China, cultivation of the craftsmanship spirit is strongly advocated, but little attention is devoted to whether and how “working for the family” promotes heritage of this spirit. A configuration model of family motivation and organizational learning is proposed and expounded. Fuzzy set qualitative comparative analysis was used to further explore the conditional configuration. The results show that the fitting family motivation to organizational learning is important for promoting heritage of the craftsmanship spirit. There are two (...) paths that promote efficient heritage of this spirit: the institution-led path and the motivation-driven interpretation-led path. For the institution-led path, when apprentices have strong institution learning ability, the anterior-cause condition involves low family motivation, but this factor plays a weak role in promoting efficient heritage of the craftsmanship spirit. In a configuration consisting of intuition, interpretation, integration and institution, family motivation becomes irrelevant, which explains the phenomenon that organizational learning behavior reinforcement leads to a lack of family motivation. For the motivation-driven interpretation-led path, even without regular and institutionalized learning behaviors in the organization, the core conditions of high family motivation and high explanation learning, together with low intuition learning and low integration learning, will promote efficient heritage of the craftsmanship spirit. (shrink)

While organizational learning literature has generated significant insight into the effective and efficient achievement of organizational goals as well as to the modus of learning, it is currently unable to describe moral learning processes in organizations consistently. Corporations need to learn morally if they want to deal effectively with stakeholders criticizing their conduct. Nongovernmental organizations do not ask corporations to be more effective or efficient in what they do, but to become more responsible or to (...) learn morally. Current research on the moral aspect of organizational learning has been primarily of a theoretical nature and is in need of empirical verification. Results of a longitudinal case study as Citigroup’s conflict with the Rainforest Action Network show that current organizational moral learning theories do not fit the moral learning path observed at Citigroup. More empirical research is needed to describe organizational moral learning. (shrink)

Developing World Bioethics, Volume 22, Issue 2, Page 76-85, June 2022.

Business and Society Review, Volume 127, Issue S1, Page 299-318, Spring 2022.

Business and Society Review, Volume 127, Issue S1, Page 299-318, Spring 2022.

The focus of this study was to assess the mediating effect of green innovation, in the relationship between green human resources management (GHRM) and organizational competitiveness of manufacturing multinational enterprises (MNEs). The study further looked at the moderating effect of organizational learning in the relationship between GHRM on organizational competitiveness of manufacturing MNEs. The population comprises manufacturing MNEs in Ghana. Through purposive and simple random sampling techniques, 231 manufacturing MNEs were selected for the study. Data was (...) analyzed using frequencies, percentages, mean scores, and Structural Equation Modeling (SEM), using SPSS and SMART‐PLS (Partial Least Square) software. The study concludes that green innovation partially mediates the relationship between GHRM and organizational competitiveness. It was further concluded that organizational learning positively moderates the positive relationship between GHRM and organizational competitiveness. The study recommends that manufacturing MNEs should invest and improve the level of their organizational learning as it not only strengthens the effects of GHRM on organizational competitiveness, but it also directly improves competitiveness. Further, particular attention should also pay to green innovation, as it intervenes the relationship between GHRM and organizational competitiveness. (shrink)

Rethinking organizational ethics training -- Moral intuition: advances in moral psychology and neuroscience -- The social intuitionist model -- Communication and the new organizational ethics -- How cultur(ing) works -- Pluralistic moral ignorance and spirals of silent misdirection -- Here-and-now ethics talk in the workplace -- Sensemaking and identity: what to expect from moral reasoning -- Substituting here-and-now ethics talk -- Organizational learning and organizational communication -- From individual moral intuition to organizational moral (...) class='Hi'>learning -- Organizing for moral mindfulness -- Stories of organizational moral learning and ignorance -- Communication practices for managing moral mindfulness. (shrink)

The research aims to identify the learning organizations and their role in achieving organizational excellence in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) workers from the Palestinian universities was selected and the (...) recovery rate was (69.2%). Statistical analysis (SPSS) program was used for analysis and processing the data. The research found the following results: there is a fair degree of approval on "cognitive dimension", there is a high approval about the importance of "organizational dimension", there is moderately consent of the importance of "Community dimension", there is a large degree of consent about the importance of axis of the "leadership excellence", there is a large degree of consent about the importance of axis of the "service-excellence", there is a fair degree approval about the importance of the axis of "cognitive excellence", and there is a moderately consent of the importance of "Organizational Excellence". The research found a group of recommendations including: the need to develop appropriate strategies for the University, employ modern technology in information systems, in addition to provide appropriate environment that achieve learning organizations, develop technological infrastructure, adopt universities for knowledge management in the academic and administrative departments because knowledge is the core of the work of these departments, create technological incubators in universities to adopt excellence academic research projects, and protected them, support them, and market them. Establishing of centers of excellence for scientific research in the university.The need for cooperation and coordination between local, Arab and international universities for the exchange of knowledge, information, and participation programs and training courses, as it provides an opportunity to develop the capabilities and skills of personnel and expertise. (shrink)

Cognitive frames help companies make sense of the intrinsic tensions of sustainability issues and influence how they respond to calls for sustainability over time. Yet, cognitive frames have been investigated as a static feature and previous studies have overlooked the evolutionary dynamics that can lead an organization to change its own frame. This study observes the evolution of life cycle management implementation through the theory of cognitive frames. We conducted a longitudinal multiple case study of 10 SMEs involved in a (...) European‐funded project. Over a three‐year period we examined how cognitive approaches to sustainability issues changed according to different learning mindsets. A total of three cognitive frames and two learning mindsets were revealed from the analysis, thus providing two important contributions. First, cognitive frames are not static in time, but can change to give more importance to the environmental sustainability of a life cycle. Second, the type of learning mindsets that managers in SMEs share can trigger changes in organizational cognitive frames. (shrink)

In their paper (‘ Morisprudence: a theoretical framework for studying the relationship linking moral case deliberation, organisational learning and quality improvement ‘),1 Kok et al addresses an important topic: how to theoretically think about studying the impact of moral case deliberations and how to conceptualise organisational learning? In this article, they aim to develop a theoretical framework that provides empirically assessable hypotheses that describe the relationship between moral case deliberation and care quality at an organisational level. The authors (...) describe care quality mostly in terms of practical wisdom which they aggregate into both individual and organisational morisprudence. Morisprudence is defined as an ongoing formulation of moral judgements. However, it remains a bit unclear how the theoretical framework of Kok et al may lead to empirically assessable hypotheses. Concepts like ‘quality’, ‘quality of care’, ‘practical wisdom’ and ‘individual and organisational morisprudence’ are not described in detail, let alone operationalised in measurable terms. How should we understand morisprudence in empirical terms? What is a good morisprudence? And how should we measure or conclude whether morisprudence has been improved (or not)? The authors rightfully focus on the need for organisational learning during and through Moral Case Deliberation (MCD). Too often, MCD is only described as the discussion of one patient’s case, thereby implicitly suggesting that the learning process only takes place at the level of an individual case. Yet, based on many years of MCD evaluation research, we know from mostly …. (shrink)

A firm's ability to shape its policies to meet societal demands depends on how it perceives the opportunities and risks in its environment. The authors hypothesized that corporate culture plays a significant role in shaping organizational percep-tions. This article summarizes the findings of a study on how the organizational culture of a chemical firm headquartered in West Germany affected the evolution of its social and personnel policy from 1950 to 1989 given the changes in its sociopolitical environment during (...) this period. The study shows that the culture of a company, by shaping its perceptions, plays a central role in determining the areas in which the organization is likely to be able to learn easily and those in which it is likely to resist changing its policies. (shrink)

Central to the concept of a learning organization is the ability to set up dialogues or conversational inquiries. But the techniques to accomplish this have nowhere in the literature been adequately described. This reduces the concept of a leaming organization to an unattainable ideal. These techniques were for ages, in the form of dialectic, an important instrument for investigation, until they were replaced by the formation of scientific theories. But several fundamental organizational problems cannot be solved by scientific (...) knowledge. Therefore dialectic remains a necessary instrument to start and structure processes of collective leaming. (shrink)

Learning by doing, a change in beliefs due to experience, is crucial to the adaptive behaviours of organizations as well as the individuals that inhabit them. In this review paper, we summarise different pathologies of learning noted in past literature using a common underlying mechanism based on self-confirming biased beliefs. These are inaccurate beliefs about the environment that are self-confirming because acting upon these beliefs prevents their falsification. We provide a formal definition for self-confirming biased beliefs as an (...) attractor that can lock learning by doing systems into suboptimal actions and provide illustrations based on simulations. We then compare and distinguish self-confirming biased beliefs from other related theoretical constructs, including confirmation bias, self-fulfilling prophecies, and sticking points, and underscore that self-confirming biased beliefs underlie inefficient self-confirming equilibria and hot-stove effects. Lastly, we highlight two fundamental ways to escape self-confirming biased beliefs: taking actions inconsistent with beliefs and getting information on unchosen actions. (shrink)

Considerable interest has been shown in models of inter-organisational collaboration including clusters, networks and recently supply chains. Arguably effective configurations of enterprises can work together to achieve some form of what is termed ‘collective efficiency’ which enables them to cope with the challenges of the current competitive encironment. This paper addresses one aspect of such collective efficiency: the potential acceleration and improvement of the process of knowledge acquisition and capacity building through shared learning. It explores the concept of formal (...) ‘learning networks’ and reports on UK research into the design and operation of such networks. (shrink)

Business Ethics, the Environment &Responsibility, Volume 31, Issue 3, Page 634-648, July 2022.

Because corporate social responsibility (CSR) is potentially beneficial for companies, it is important to understand the factors that improve a company’s CSR practice. Scholars hypothesize that facilitating learning organization characteristics, which are divided in characteristics at the organizational and the operational level, may improve CSR implementation. These characteristics stimulate companies and their members to be critical, learn from the past, and embrace change, but there is limited empirical evidence of this approach. This study addresses this gap by surveying (...) 280 CSR professionals and performing bootstrap mediation analyses to test multiple hypotheses. Learning organization characteristics at the organizational level, play a key role in supporting CSR implementation: leadership for learning, system connection, and group learning show a direct relationship with CSR implementation. It is striking that the role of the learning organization characteristics at the operational level is only indirect; the organizational characteristics mediate their relationship with CSR implementation. (shrink)

Although there are several conceptions of organizational moral learning (OML), there is a need for more empirical studies. This study aims to provide illustrations of the dynamism of organizational moral learning by spiritual hearts (OML-SH), where OML and organizational immoral learning (OIL) are coupled antagonistically. Two OML-SH initiatives (i.e., the Quality Control Circle program and 100-hour training record system) within Brunei’s public sector are scrutinized to illustrate the dynamic process of OML-SH, spanning individual, group, (...) and organizational levels. From the two exploratory case studies, the purifying mechanism was coined to capture the laminated interplay between the spiritual hearts, group understanding, leadership, organizational intention, structure, culture, and resources to drive OML. In contrast, the corrupting mechanism was also coined as the opposite force to drive toward OIL. From the study, leadership and organizational learning repositories were seen to play essential roles in the purification of the spiritual heart (i.e., individual moral development). Additionally, the spiritually diseased hearts occupying the two extremes of OML and OIL were seen to experience moral ambivalence, which was also not captured in previous studies. The paper concludes with suggestions to manage moral ambivalence for more positive outcomes, drive OML further and impede OIL simultaneously. (shrink)

The research aims to design a proposed model of learning organizations as an entry point to achieve organizational excellence in the Palestinian universities of Gaza Strip. A random sample of workers were selected from the Palestinian universities consist of (286) employees at recovery rate of (70.3%). The study concluded with a set of results the most important of which: there is a statistically significant relationship between the components of learning organizations and achieving organizational excellence in the (...) Palestinian universities of Gaza Strip from the standpoint of the faculty members. One of the main recommendations of the study: establish the concept of learning organization in leaders and staff of the university through the establishment of specialized courses, and workshops. Turning the status of the university into a learning organization as a strategic objective and the performance of managers are measurement accordingly. Organize visits of the leaders of the university a to the top organizations in this field and to take advantage of their experience and encourage deans and heads of departments to involve their employees in the information on global trends and trends in learning organization through regular meetings. (shrink)

The present article tells an intervention story where two collectives, from business and academia, came together to address a business problem through collaborative action research. Among other things, the project created new ways of learning and therefore, knowing about the "business problem." The author argues that in order to talk about an organizational intervention in a learning context, it was helpful to focus observation at the level of practice, in this case the different learning practices brought (...) to the project by the organization and the research group. The "scientific narrative" focuses on how the two practices interacted. The present story's plot revolves around the following questions: What happens when one collective - used to a particular style of learning - decides to engage with another collective with a different approach to learning and what are the consequences for organizational innovation? (shrink)

This study examines business students’ individual values and their perception of their university’s values and the relationship between these values and affective organisational commitment. Findings indicate that both groups of business students rated their personal values as consistent with the rankings of the major pan—cultural values with strong ethical orientation and self—development and learning values. In both educational institutions organisational vision values and individual conservatism values predicted affective commitment. Findings also indicate statistically significant differences between the students’ personal values (...) and their perception of their university’s values, suggesting a degree of lack of P—O fit between the students’ values and their university’s values. (shrink)

Epistemic practices are an important but underappreciated component of business ethics; good conduct requires making epistemically sound as well as morally principled judgments. Well-founded judgments are promoted by epistemic virtues, and for organizations, epistemic virtues are arguably achieved through organizational good epistemic practices. But how are such practices to be developed? This paper addresses this normative and practical challenge. The first half of the paper explains what organizational good epistemic practices are and outlines a means for their construction. (...) The second half of the paper demonstrates how specific good epistemic practices could be developed by considering a case of corporate epistemic failings: JPMorgan’s notorious 2012 ‘London Whale’ trading losses. Following this, the paper briefly surveys the institutional epistemic failings of the 2008 global financial crisis and the remedial actions that they suggest. Although the discussion is focused on the banking industry, the main ideas, and some of the epistemic practices, generalize to organizations in other industries. (shrink)