The Learning OrganizationTable of Contents for The Learning Organization. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/0969-6474/vol/31/iss/2?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe Learning OrganizationEmerald Publishing LimitedThe Learning OrganizationThe Learning Organizationhttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/2a7cc10fe34f99e1206ef080b893c727/urn:emeraldgroup.com:asset:id:binary:tlo.cover.jpghttps://www.emerald.com/insight/publication/issn/0969-6474/vol/31/iss/2?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe role of leadership in organizational learning in multinational companieshttps://www.emerald.com/insight/content/doi/10.1108/TLO-09-2022-0101/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to conceptualize the role of leadership in organizational learning processes in multinational companies (MNCs). The authors present a model describing how managers in an MNC facilitated transitions between sub-processes of organizational learning at several organizational levels. The authors collected data from the plants of a global process company in Norway, Brazil and China. Observation, in-depth interviews and archival material enabled one to reconstruct the organizational learning process over a period of 30 years as the company developed its own tailor-made improvement programme. Based on the data, the authors describe the role of leadership in linking the sub-processes of organizational learning as orchestration, sponsoring and persistence. Orchestration included creating faith and optimism and designing the organization to allow close cooperation between operators and managers in the sub-process of experimenting. This eased transferring and institutionalizing in the global organization. Sponsoring included structural changes to support transferring and the demonstration of dedication to improvement programme values. These factors were important for institutionalizing. Persistence involved the continuous focus on adjustment of the improvement programme, which then facilitated further experimenting. Firstly, this study suggests that activities and decisions in one sub-process have important implications for the following sub-processes. Secondly, this study indicates that leaders’ role in facilitating the transitions between sub-processes extend beyond their individual traits and behaviour, which previous research had focused on, and includes decisions concerning organizational structure and culture that help link social and organizational learning.The role of leadership in organizational learning in multinational companies
Torbjørn Hekneby, Trude Høgvold Olsen
The Learning Organization, Vol. 31, No. 2, pp.141-162

This paper aims to conceptualize the role of leadership in organizational learning processes in multinational companies (MNCs). The authors present a model describing how managers in an MNC facilitated transitions between sub-processes of organizational learning at several organizational levels.

The authors collected data from the plants of a global process company in Norway, Brazil and China. Observation, in-depth interviews and archival material enabled one to reconstruct the organizational learning process over a period of 30 years as the company developed its own tailor-made improvement programme.

Based on the data, the authors describe the role of leadership in linking the sub-processes of organizational learning as orchestration, sponsoring and persistence. Orchestration included creating faith and optimism and designing the organization to allow close cooperation between operators and managers in the sub-process of experimenting. This eased transferring and institutionalizing in the global organization. Sponsoring included structural changes to support transferring and the demonstration of dedication to improvement programme values. These factors were important for institutionalizing. Persistence involved the continuous focus on adjustment of the improvement programme, which then facilitated further experimenting.

Firstly, this study suggests that activities and decisions in one sub-process have important implications for the following sub-processes. Secondly, this study indicates that leaders’ role in facilitating the transitions between sub-processes extend beyond their individual traits and behaviour, which previous research had focused on, and includes decisions concerning organizational structure and culture that help link social and organizational learning.

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The role of leadership in organizational learning in multinational companies10.1108/TLO-09-2022-0101The Learning Organization2024-01-15© 2023 Emerald Publishing LimitedTorbjørn HeknebyTrude Høgvold OlsenThe Learning Organization3122024-01-1510.1108/TLO-09-2022-0101https://www.emerald.com/insight/content/doi/10.1108/TLO-09-2022-0101/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
The effect of humble leadership on the success of international development projects: the mediating role of organizational learninghttps://www.emerald.com/insight/content/doi/10.1108/TLO-06-2022-0076/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to examine the effect of humble leadership on project success. In addition, we examine the mediating effect of organisational learning on the relationship between humble leadership and the success of international development projects. This study adopted a quantitative research methodology based on questionnaire data collected from 80 international development project managers from different sectors in Senegal (West Africa). The variance-based structural equation method, following the partial least squares approach, was used to test the research hypotheses. The results showed that humble leadership is positively related to project success. Furthermore, organizational learning mediates the relationship between humble leadership and project success. This research has several limitations. The authors did not examine the role of organizational culture as a moderating variable. However, the authors believe that the cultural variable can have an impact on project success and team building, and future studies should consider this aspect as well. In the African context, each country has its own culture, which may affect the behaviour of the project manager. Also, the authors admit that the sample size is relatively small, which greatly reduces the generalizability of the results. These findings have important implications. First, because a project leader’s humility enhances project success, it is critical for development projects to select leaders who demonstrate modest conduct in the workplace. The perfect selection of a humble leader depends heavily on judgements about the characteristics of a humble leader from new project manager candidates. Drawing on conservation of resources theory, this study found that humble leadership is important for project success, thus extending the utility of the concept of humble leadership to the project literature.The effect of humble leadership on the success of international development projects: the mediating role of organizational learning
Kesner Remy, Seydou Sané
The Learning Organization, Vol. 31, No. 2, pp.163-184

The purpose of this paper is to examine the effect of humble leadership on project success. In addition, we examine the mediating effect of organisational learning on the relationship between humble leadership and the success of international development projects.

This study adopted a quantitative research methodology based on questionnaire data collected from 80 international development project managers from different sectors in Senegal (West Africa). The variance-based structural equation method, following the partial least squares approach, was used to test the research hypotheses.

The results showed that humble leadership is positively related to project success. Furthermore, organizational learning mediates the relationship between humble leadership and project success.

This research has several limitations. The authors did not examine the role of organizational culture as a moderating variable. However, the authors believe that the cultural variable can have an impact on project success and team building, and future studies should consider this aspect as well. In the African context, each country has its own culture, which may affect the behaviour of the project manager. Also, the authors admit that the sample size is relatively small, which greatly reduces the generalizability of the results.

These findings have important implications. First, because a project leader’s humility enhances project success, it is critical for development projects to select leaders who demonstrate modest conduct in the workplace. The perfect selection of a humble leader depends heavily on judgements about the characteristics of a humble leader from new project manager candidates.

Drawing on conservation of resources theory, this study found that humble leadership is important for project success, thus extending the utility of the concept of humble leadership to the project literature.

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The effect of humble leadership on the success of international development projects: the mediating role of organizational learning10.1108/TLO-06-2022-0076The Learning Organization2023-12-01© 2023 Emerald Publishing LimitedKesner RemySeydou SanéThe Learning Organization3122023-12-0110.1108/TLO-06-2022-0076https://www.emerald.com/insight/content/doi/10.1108/TLO-06-2022-0076/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Leadership styles, collaborative integrative behavior and ambidexterity in university research groupshttps://www.emerald.com/insight/content/doi/10.1108/TLO-05-2023-0082/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to understand the influence of the transformational, transactional and laissez-faire leadership styles and collaborative integrative behavior of the team with respect to organizational ambidexterity (the combination of exploration and exploitation learning) in university research groups. From a survey conducted with a sample of 506 researchers, members of 165 research groups, working in an emerging economy, a multiple regression model analysis was performed. Findings of this study provide evidence that the coordinator's transformational leadership and the collaborative integrative behavior of the team positively influence organizational ambidexterity of research groups. Transactional leadership and laissez-faire style do not show any significant influence. This study addresses the lack of knowledge regarding organizational learning in research groups to explore and exploit knowledge through research result transfer processes based on the organizational ambidexterity logic in higher education institutions (HEIs) from emerging economies. The study aims to contribute to the literature on leadership styles and ambidexterity in HEIs in emerging economies, particularly in Latin America, where there is still a scarcity of research on the attributes of effective leadership.Leadership styles, collaborative integrative behavior and ambidexterity in university research groups
Robinsson Cardona-Cano, Esteban López-Zapata, Juan Velez-Ocampo
The Learning Organization, Vol. 31, No. 2, pp.185-204

The purpose of this study is to understand the influence of the transformational, transactional and laissez-faire leadership styles and collaborative integrative behavior of the team with respect to organizational ambidexterity (the combination of exploration and exploitation learning) in university research groups.

From a survey conducted with a sample of 506 researchers, members of 165 research groups, working in an emerging economy, a multiple regression model analysis was performed.

Findings of this study provide evidence that the coordinator's transformational leadership and the collaborative integrative behavior of the team positively influence organizational ambidexterity of research groups. Transactional leadership and laissez-faire style do not show any significant influence.

This study addresses the lack of knowledge regarding organizational learning in research groups to explore and exploit knowledge through research result transfer processes based on the organizational ambidexterity logic in higher education institutions (HEIs) from emerging economies. The study aims to contribute to the literature on leadership styles and ambidexterity in HEIs in emerging economies, particularly in Latin America, where there is still a scarcity of research on the attributes of effective leadership.

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Leadership styles, collaborative integrative behavior and ambidexterity in university research groups10.1108/TLO-05-2023-0082The Learning Organization2023-12-26© 2023 Emerald Publishing LimitedRobinsson Cardona-CanoEsteban López-ZapataJuan Velez-OcampoThe Learning Organization3122023-12-2610.1108/TLO-05-2023-0082https://www.emerald.com/insight/content/doi/10.1108/TLO-05-2023-0082/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
The role of organizational learning and innovative organizational culture for ambidextrous innovationhttps://www.emerald.com/insight/content/doi/10.1108/TLO-06-2023-0101/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestIn the era of hyper-competitiveness, firms, especially project-based management structures, have to focus on ideas for both new and existing sets of products and services, i.e. ambidextrous innovation. The ambidextrous innovation can be helpful, but achieving such a level is a problem to be solved. This study aims to yield ambidextrous innovation by using innovative culture and knowledge that has been gained from learning. The present research collected data from Saudi Arabian public-sector firms. The data collected is analyzed using the partial least squares structural equation modeling (PLS-SEM). The findings of the study suggest that a range of factors can be operationalized in project-based firms to establish organizational learning and innovation culture. These factors include agile-based project management, leveraging existing innovative capabilities and growth mindset in case of innovative organizational culture and additional factors of agile-based knowledge management along with others in case of organizational learning. The PLS-SEM further concluded that both organizational learning and innovative organizational culture, in turn, help project-based Saudi Arabian public-sector firms to develop their ambidextrous innovation capability. The PLS-SEM further concluded that both the organizational learning and innovative organizational culture, in turn, help project-based Saudi Arabian public-sector firms to develop their ambidextrous innovation capability.The role of organizational learning and innovative organizational culture for ambidextrous innovation
Mohammad Khalid AlSaied, Abdullah Abdulaziz Alkhoraif
The Learning Organization, Vol. 31, No. 2, pp.205-226

In the era of hyper-competitiveness, firms, especially project-based management structures, have to focus on ideas for both new and existing sets of products and services, i.e. ambidextrous innovation. The ambidextrous innovation can be helpful, but achieving such a level is a problem to be solved. This study aims to yield ambidextrous innovation by using innovative culture and knowledge that has been gained from learning.

The present research collected data from Saudi Arabian public-sector firms. The data collected is analyzed using the partial least squares structural equation modeling (PLS-SEM).

The findings of the study suggest that a range of factors can be operationalized in project-based firms to establish organizational learning and innovation culture. These factors include agile-based project management, leveraging existing innovative capabilities and growth mindset in case of innovative organizational culture and additional factors of agile-based knowledge management along with others in case of organizational learning. The PLS-SEM further concluded that both organizational learning and innovative organizational culture, in turn, help project-based Saudi Arabian public-sector firms to develop their ambidextrous innovation capability.

The PLS-SEM further concluded that both the organizational learning and innovative organizational culture, in turn, help project-based Saudi Arabian public-sector firms to develop their ambidextrous innovation capability.

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The role of organizational learning and innovative organizational culture for ambidextrous innovation10.1108/TLO-06-2023-0101The Learning Organization2024-01-12© 2023 Emerald Publishing LimitedMohammad Khalid AlSaiedAbdullah Abdulaziz AlkhoraifThe Learning Organization3122024-01-1210.1108/TLO-06-2023-0101https://www.emerald.com/insight/content/doi/10.1108/TLO-06-2023-0101/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Links connecting organizational socialization, affective commitment and innovative work behaviorhttps://www.emerald.com/insight/content/doi/10.1108/TLO-04-2023-0053/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to investigate the relationships between affective commitment (AC), innovative work behavior (IWB) and organizational socialization strategies (training, coworker support, understanding and future prospects) to ensure the viability and prosperity of businesses in Iraq. The methodology includes demographic analysis, confirmatory factor analysis and structural equation modeling. An analysis of survey data based on a random sample of participating employees shows that training, understanding and future prospects all significantly and positively affect employee AC. Coworker support does not significantly affect AC. Employees’ AC to their companies significantly positively affects their IWB. Employees’ AC to their companies significantly mediates the relationships between training, understanding, future prospects and IWB. Company practices regarding training, understanding, coworker support and future prospects do not affect employees’ IWB. The authors conducted the study in Sulaymaniyah. The results may not apply to Iraq and other nations. Researchers from various industries and countries can evaluate the model. The research ignores company age, size and fit between individuals and organizations. The study closes a research gap in organizational behavior by exploring the association between managerial socialization strategies, AC and creative work behavior in Iraq.Links connecting organizational socialization, affective commitment and innovative work behavior
Nuri Gökhan Torlak, Taylan Budur, Noor Us Sabbah Khan
The Learning Organization, Vol. 31, No. 2, pp.227-249

This study aims to investigate the relationships between affective commitment (AC), innovative work behavior (IWB) and organizational socialization strategies (training, coworker support, understanding and future prospects) to ensure the viability and prosperity of businesses in Iraq.

The methodology includes demographic analysis, confirmatory factor analysis and structural equation modeling.

An analysis of survey data based on a random sample of participating employees shows that training, understanding and future prospects all significantly and positively affect employee AC. Coworker support does not significantly affect AC. Employees’ AC to their companies significantly positively affects their IWB. Employees’ AC to their companies significantly mediates the relationships between training, understanding, future prospects and IWB. Company practices regarding training, understanding, coworker support and future prospects do not affect employees’ IWB.

The authors conducted the study in Sulaymaniyah. The results may not apply to Iraq and other nations. Researchers from various industries and countries can evaluate the model. The research ignores company age, size and fit between individuals and organizations.

The study closes a research gap in organizational behavior by exploring the association between managerial socialization strategies, AC and creative work behavior in Iraq.

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Links connecting organizational socialization, affective commitment and innovative work behavior10.1108/TLO-04-2023-0053The Learning Organization2023-12-11© 2023 Emerald Publishing LimitedNuri Gökhan TorlakTaylan BudurNoor Us Sabbah KhanThe Learning Organization3122023-12-1110.1108/TLO-04-2023-0053https://www.emerald.com/insight/content/doi/10.1108/TLO-04-2023-0053/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
How can prosocial silence be golden? The roles of commitment to learning and organizational supporthttps://www.emerald.com/insight/content/doi/10.1108/TLO-03-2023-0040/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestDrawing from organizational learning theory, social exchange theory and positive psychology approach, this study aims to examine the relationship between commitment to learning and prosocial silence, as well as the mediating role of perceived organizational support (POS) in this relationship. The authors used path analysis to examine the relationships between research variables. Data were collected from 275 employees of private sector companies in Turkey through an online survey platform. To test the proposed hypotheses, the authors conducted regression and mediation analyses using the bootstrapping method. The results indicate that the organization’s commitment to learning positively and significantly impacts employee prosocial silence, and POS partially mediates this relationship. Managers who aim to promote other-oriented and helping behavior in the organization should understand how prosocial silence can be golden. They should cultivate and model a learning mindset by focusing on strengths instead of weaknesses, reward experimentation and provide employees with timely feedback allowing them to think and reflect on their failures. Although the dominant position of previous studies endorses the detrimental sides of organizational silence, less research has focused on employees’ prosocial silence behavior and the underlying mechanisms that may explain employees’ tendency to remain silent with helpful intent, a gap this research attempts to fill.How can prosocial silence be golden? The roles of commitment to learning and organizational support
Meral Kızrak, Hakkı Okan Yeloğlu
The Learning Organization, Vol. 31, No. 2, pp.250-267

Drawing from organizational learning theory, social exchange theory and positive psychology approach, this study aims to examine the relationship between commitment to learning and prosocial silence, as well as the mediating role of perceived organizational support (POS) in this relationship.

The authors used path analysis to examine the relationships between research variables. Data were collected from 275 employees of private sector companies in Turkey through an online survey platform. To test the proposed hypotheses, the authors conducted regression and mediation analyses using the bootstrapping method.

The results indicate that the organization’s commitment to learning positively and significantly impacts employee prosocial silence, and POS partially mediates this relationship.

Managers who aim to promote other-oriented and helping behavior in the organization should understand how prosocial silence can be golden. They should cultivate and model a learning mindset by focusing on strengths instead of weaknesses, reward experimentation and provide employees with timely feedback allowing them to think and reflect on their failures.

Although the dominant position of previous studies endorses the detrimental sides of organizational silence, less research has focused on employees’ prosocial silence behavior and the underlying mechanisms that may explain employees’ tendency to remain silent with helpful intent, a gap this research attempts to fill.

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How can prosocial silence be golden? The roles of commitment to learning and organizational support10.1108/TLO-03-2023-0040The Learning Organization2023-12-04© 2023 Emerald Publishing LimitedMeral KızrakHakkı Okan YeloğluThe Learning Organization3122023-12-0410.1108/TLO-03-2023-0040https://www.emerald.com/insight/content/doi/10.1108/TLO-03-2023-0040/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Leader feedback seeking from peers: extending the boundary of lateral feedback seekinghttps://www.emerald.com/insight/content/doi/10.1108/TLO-08-2023-0140/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe lateral feedback seeking literature has primarily examined lower-level employees’ feedback seeking from peers. Thus, the authors still know very little about feedback seeking when the leader is the “seeker” and peers are the “targets” of such seeking. The purpose of this paper is to expand existing discussions on lateral feedback seeking by discussing the types of feedback leaders may seek out from their peers. The views presented here have been derived from the authors’ personal opinions on the topic of feedback seeking and a review of the academic and practitioner literature on feedback seeking. The viewpoint suggests that leaders may engage in two forms of feedback seeking from peers – performance and growth feedback seeking – with each type of feedback seeking holding relevance to leader effectiveness. Challenging previous research that argues that leaders may avoid seeking feedback from peers, this viewpoint suggests that leaders may seek feedback from peers because they stand to benefit from doing so.Leader feedback seeking from peers: extending the boundary of lateral feedback seeking
Prasad Oommen Kurian, Sheldon Carvalho, Charles Carvalho, Fallan Kirby Carvalho
The Learning Organization, Vol. 31, No. 2, pp.268-275

The lateral feedback seeking literature has primarily examined lower-level employees’ feedback seeking from peers. Thus, the authors still know very little about feedback seeking when the leader is the “seeker” and peers are the “targets” of such seeking. The purpose of this paper is to expand existing discussions on lateral feedback seeking by discussing the types of feedback leaders may seek out from their peers.

The views presented here have been derived from the authors’ personal opinions on the topic of feedback seeking and a review of the academic and practitioner literature on feedback seeking.

The viewpoint suggests that leaders may engage in two forms of feedback seeking from peers – performance and growth feedback seeking – with each type of feedback seeking holding relevance to leader effectiveness.

Challenging previous research that argues that leaders may avoid seeking feedback from peers, this viewpoint suggests that leaders may seek feedback from peers because they stand to benefit from doing so.

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Leader feedback seeking from peers: extending the boundary of lateral feedback seeking10.1108/TLO-08-2023-0140The Learning Organization2024-01-15© 2024 Emerald Publishing LimitedPrasad Oommen KurianSheldon CarvalhoCharles CarvalhoFallan Kirby CarvalhoThe Learning Organization3122024-01-1510.1108/TLO-08-2023-0140https://www.emerald.com/insight/content/doi/10.1108/TLO-08-2023-0140/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Working and learning in a hybrid workplace: challenges and opportunitieshttps://www.emerald.com/insight/content/doi/10.1108/TLO-02-2024-303/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestWorking and learning in a hybrid workplace: challenges and opportunitiesWorking and learning in a hybrid workplace: challenges and opportunities
Nataša Rupcic
The Learning Organization, Vol. 31, No. 2, pp.276-283]]>
Working and learning in a hybrid workplace: challenges and opportunities10.1108/TLO-02-2024-303The Learning Organization2024-03-12© 2024 Emerald Publishing LimitedNataša RupcicThe Learning Organization3122024-03-1210.1108/TLO-02-2024-303https://www.emerald.com/insight/content/doi/10.1108/TLO-02-2024-303/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Develop and support leaders who promote organizational learninghttps://www.emerald.com/insight/content/doi/10.1108/TLO-02-2024-304/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestDevelop and support leaders who promote organizational learningDevelop and support leaders who promote organizational learning
Yoshinobu Nakanishi
The Learning Organization, Vol. 31, No. 2, pp.284-290]]>
Develop and support leaders who promote organizational learning10.1108/TLO-02-2024-304The Learning Organization2024-03-12© Emerald Publishing LimitedYoshinobu NakanishiThe Learning Organization3122024-03-1210.1108/TLO-02-2024-304https://www.emerald.com/insight/content/doi/10.1108/TLO-02-2024-304/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© Emerald Publishing Limited
Management learning in public healthcare during pandemicshttps://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0002/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to explore the management learning during a long-term crisis like a pandemic. The paper addresses both what health-care managers have learnt during the COVID-19 pandemic and how the management learning is characterized. The paper is based on a qualitative case study carried out during the COVID-19 pandemic at two different public hospitals in Sweden. The study, conducted with semi-structured interviews, applies a combination of within-case analysis and cross-case comparison. The data were analyzed using thematic deductive analysis with the themes, i.e. sensemaking, decision-making and meaning-making. The COVID-19 pandemic was characterized by uncertainty and a need for continuous learning among the managers at the case hospitals. The learning process that arose was circular in nature, wherein trust played a crucial role in facilitating the flow of information and enabling the managers to get a good sense of the situation. This, in turn, allowed the managers to make decisions meaningful for the organization, which improved the trust for the managers. This circular process was iterated with higher frequency than usual and was a prerequisite for the managers’ learning. The practical implications are that a combined management with hierarchical and distributed management that uses the normal decision routes seems to be the most successful management method in a prolonged crisis as a pandemic. The gained knowledge can benefit hospital organizations, be used in crisis education and to develop regional contingency plans for pandemics. This study has explored learning during the COVID-19 pandemic and found a circular process, “the management learning wheel,” which supports management learning in prolonged crises.Management learning in public healthcare during pandemics
Ritva Rosenbäck, Ann Svensson
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to explore the management learning during a long-term crisis like a pandemic. The paper addresses both what health-care managers have learnt during the COVID-19 pandemic and how the management learning is characterized.

The paper is based on a qualitative case study carried out during the COVID-19 pandemic at two different public hospitals in Sweden. The study, conducted with semi-structured interviews, applies a combination of within-case analysis and cross-case comparison. The data were analyzed using thematic deductive analysis with the themes, i.e. sensemaking, decision-making and meaning-making.

The COVID-19 pandemic was characterized by uncertainty and a need for continuous learning among the managers at the case hospitals. The learning process that arose was circular in nature, wherein trust played a crucial role in facilitating the flow of information and enabling the managers to get a good sense of the situation. This, in turn, allowed the managers to make decisions meaningful for the organization, which improved the trust for the managers. This circular process was iterated with higher frequency than usual and was a prerequisite for the managers’ learning. The practical implications are that a combined management with hierarchical and distributed management that uses the normal decision routes seems to be the most successful management method in a prolonged crisis as a pandemic.

The gained knowledge can benefit hospital organizations, be used in crisis education and to develop regional contingency plans for pandemics.

This study has explored learning during the COVID-19 pandemic and found a circular process, “the management learning wheel,” which supports management learning in prolonged crises.

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Management learning in public healthcare during pandemics10.1108/TLO-01-2023-0002The Learning Organization2024-01-18© 2024 Ritva Rosenbäck and Ann Svensson.Ritva RosenbäckAnn SvenssonThe Learning Organizationahead-of-printahead-of-print2024-01-1810.1108/TLO-01-2023-0002https://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0002/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Ritva Rosenbäck and Ann Svensson.http://creativecommons.org/licences/by/4.0/legalcode
Exploring barriers and facilitators to knowledge transfer and learning processes through a cross-departmental collaborative project in a municipal organizationhttps://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0003/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to explore barriers and facilitators for knowledge transfer and learning processes by examining a cross-departmental collaborative project in the municipal organization. It is based on a R&D collaboration between University West and a Swedish municipality. To explore the barriers and facilitators, the data collection was made through observation of the project implementation process, as well as 20 interviews with public servants and external actors. To conduct a systematic qualitative-oriented content analysis, the article constructs and applies a theoretical analytical framework consisting of different factors influencing knowledge transfer and learning processes within a municipal organizational setting. This study explores the facilitators and barriers to knowledge transfer and learning processes, specifically focusing on strategic communication, individual roles, common goals, time pressure, group learning, trust and relationships and absorptive capability. Lack of communication affected the group learning process, while the close relation between time pressure, group learning and trust in colleagues is also pointed out as crucial areas. Trust developed through dialogue efforts helped overcome project fatigue. Coaching with a human rights-based approach improved organizational absorptive capabilities. The study gives important insights into organizational learning within a municipality in Sweden for the successful implementation of collaborative projects. Knowledge must be transferred for the organization to learn to develop and tackle future challenges and its complex responsibilities. The theoretical analytical framework provided in this article has proven to be effective and is therefore transferable to other organizations in both the public and private sectors.Exploring barriers and facilitators to knowledge transfer and learning processes through a cross-departmental collaborative project in a municipal organization
Fredrik Sunnemark, Wilma Lundqvist Westin, Tamy Al Saad, Per Assmo
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to explore barriers and facilitators for knowledge transfer and learning processes by examining a cross-departmental collaborative project in the municipal organization. It is based on a R&D collaboration between University West and a Swedish municipality.

To explore the barriers and facilitators, the data collection was made through observation of the project implementation process, as well as 20 interviews with public servants and external actors. To conduct a systematic qualitative-oriented content analysis, the article constructs and applies a theoretical analytical framework consisting of different factors influencing knowledge transfer and learning processes within a municipal organizational setting.

This study explores the facilitators and barriers to knowledge transfer and learning processes, specifically focusing on strategic communication, individual roles, common goals, time pressure, group learning, trust and relationships and absorptive capability. Lack of communication affected the group learning process, while the close relation between time pressure, group learning and trust in colleagues is also pointed out as crucial areas. Trust developed through dialogue efforts helped overcome project fatigue. Coaching with a human rights-based approach improved organizational absorptive capabilities.

The study gives important insights into organizational learning within a municipality in Sweden for the successful implementation of collaborative projects. Knowledge must be transferred for the organization to learn to develop and tackle future challenges and its complex responsibilities. The theoretical analytical framework provided in this article has proven to be effective and is therefore transferable to other organizations in both the public and private sectors.

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Exploring barriers and facilitators to knowledge transfer and learning processes through a cross-departmental collaborative project in a municipal organization10.1108/TLO-01-2023-0003The Learning Organization2023-06-15© 2023 Fredrik Sunnemark, Wilma Lundqvist Westin, Tamy Al Saad and Per Assmo.Fredrik SunnemarkWilma Lundqvist WestinTamy Al SaadPer AssmoThe Learning Organizationahead-of-printahead-of-print2023-06-1510.1108/TLO-01-2023-0003https://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0003/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Fredrik Sunnemark, Wilma Lundqvist Westin, Tamy Al Saad and Per Assmo.http://creativecommons.org/licences/by/4.0/legalcode
HRM practices, organizational learning and organizational performance: evidence from the big four financial services in Francehttps://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0004/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to examine the mediation effect of organizational learning on the link between human resource management (HRM) practices and organizational performance in some Big4 financial services companies. The quantitative methodology was chosen for this research, using resource theory and knowledge-based approach to explain the relationship between latent variables. A sample of 403 HR employees and managers of the companies under study in France was selected in 2022. Structural equations modeling was used based on the Spss-Amos program to test the research hypotheses. The results revealed that organizational learning played a mediating role between HRM practices (hiring, training, motivation and decision-making) and organizational performance and that learning enabled the performance of workers to improve and achieve competitive advantages in this field. The sample was based on four international companies working in the field of financial services and consulting and providing their services within France, which may affect the generalisability of the results and limit them to the studied sector. The contribution of the study is to improve the awareness of administrators, decision makers and company employees of the importance of organizational learning for companies, and to stimulate motivation to learn and exchange knowledge in a constructive way that enhances organizational performance. Working on organizational culture change through HRM-practices-based learning as an effective mechanism for organizational performance improvement is one implication. These practises influence cadres' attitudes toward their work, which improves their performance. Working on organizational culture change through HRM-practices-based learning as an effective mechanism for organizational performance improvement is one implication. These practises influence cadres' attitudes toward their work, which improves their performance. This study seeks to provide cadres and executives with an in-depth analysis of HRM and organizational learning, which, through its integration of these attributes, can contribute to the earning of knowledge-based competitive advantage and achieve superior and sustainable performance.HRM practices, organizational learning and organizational performance: evidence from the big four financial services in France
Taher Alkhalaf, Amgad Badewi
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to examine the mediation effect of organizational learning on the link between human resource management (HRM) practices and organizational performance in some Big4 financial services companies.

The quantitative methodology was chosen for this research, using resource theory and knowledge-based approach to explain the relationship between latent variables. A sample of 403 HR employees and managers of the companies under study in France was selected in 2022. Structural equations modeling was used based on the Spss-Amos program to test the research hypotheses.

The results revealed that organizational learning played a mediating role between HRM practices (hiring, training, motivation and decision-making) and organizational performance and that learning enabled the performance of workers to improve and achieve competitive advantages in this field.

The sample was based on four international companies working in the field of financial services and consulting and providing their services within France, which may affect the generalisability of the results and limit them to the studied sector.

The contribution of the study is to improve the awareness of administrators, decision makers and company employees of the importance of organizational learning for companies, and to stimulate motivation to learn and exchange knowledge in a constructive way that enhances organizational performance. Working on organizational culture change through HRM-practices-based learning as an effective mechanism for organizational performance improvement is one implication. These practises influence cadres' attitudes toward their work, which improves their performance.

Working on organizational culture change through HRM-practices-based learning as an effective mechanism for organizational performance improvement is one implication. These practises influence cadres' attitudes toward their work, which improves their performance.

This study seeks to provide cadres and executives with an in-depth analysis of HRM and organizational learning, which, through its integration of these attributes, can contribute to the earning of knowledge-based competitive advantage and achieve superior and sustainable performance.

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HRM practices, organizational learning and organizational performance: evidence from the big four financial services in France10.1108/TLO-01-2023-0004The Learning Organization2024-03-11© 2024 Emerald Publishing LimitedTaher AlkhalafAmgad BadewiThe Learning Organizationahead-of-printahead-of-print2024-03-1110.1108/TLO-01-2023-0004https://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0004/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Episodic organizational learning in system developmenthttps://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0005/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to understand how practitioners use their insights in software development models to share experiences within and between organizations. This is a qualitative study of practitioners in software development projects, in large-, medium- or small-size businesses. It analyzes interview material in three-step iterations to understand reflexive practice when using software development models. The study shows how work processes are based on team members’ experiences and common views. This study highlights the challenges of organizational learning in system development projects. Current practice is unreflective, habitual and lacks systematic ways to address recurring problems and share information within and between organizations. Learning is episodic and sporadic. Knowledge from previous experience is individual not organizational. Software development teams and organizations tend to learn about, and adopt, software development models episodically. This research expands understanding of how organizational learning takes place within and between organizations with practitioners who participate in teams. Learnings show the potential for further research to determine how new curriculums might be formed for teaching software development model improvements.Episodic organizational learning in system development
Ia Williamsson, Linda Askenäs
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to understand how practitioners use their insights in software development models to share experiences within and between organizations.

This is a qualitative study of practitioners in software development projects, in large-, medium- or small-size businesses. It analyzes interview material in three-step iterations to understand reflexive practice when using software development models.

The study shows how work processes are based on team members’ experiences and common views. This study highlights the challenges of organizational learning in system development projects. Current practice is unreflective, habitual and lacks systematic ways to address recurring problems and share information within and between organizations. Learning is episodic and sporadic. Knowledge from previous experience is individual not organizational.

Software development teams and organizations tend to learn about, and adopt, software development models episodically. This research expands understanding of how organizational learning takes place within and between organizations with practitioners who participate in teams. Learnings show the potential for further research to determine how new curriculums might be formed for teaching software development model improvements.

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Episodic organizational learning in system development10.1108/TLO-01-2023-0005The Learning Organization2024-02-22© 2024 Ia Williamsson and Linda Askenäs.Ia WilliamssonLinda AskenäsThe Learning Organizationahead-of-printahead-of-print2024-02-2210.1108/TLO-01-2023-0005https://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0005/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Ia Williamsson and Linda Askenäs.http://creativecommons.org/licences/by/4.0/legalcode
Facilitating organizations to dance with the complex “logic of life”: spinning with paradoxes in regenerative appreciative inquiry summitshttps://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0006/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestOrganizations will be key to realizing the “transformative change for humanity” now being called for. However, the complexity calls for new ways of facilitating change and organizational learning; it also calls for moving beyond sustainability to develop practices that restore and regenerate the world in which we live. Above all, it calls for the development of new frameworks, practices, mindset and capabilities to hold space for and facilitate such transformation, to dance with the “Logic of Life.” The purpose of this study is to contribute to advancing the current leading frameworks and practices of facilitating learning and development towards the enabling of regenerative transformative change in organizations and society. This study is based on an exploratory qualitative analysis of a facilitation prototype that expands the current framework and practice of Appreciative Inquiry Summits toward regeneration. This study presents four paradoxes of regenerative facilitation to guide the dance for life in complex ecosystems. It also identifies that the dance needs to be widened, towards inviting more frequently the ends of the four paradoxes noted as regenerative, negative emotions, inner and more-than-human. This study explores the intersection of practices and frameworks for facilitating complexity with principles from regenerative leadership and complexity theory, potentially making an important contribution to the urgent and widespread need to facilitate a regenerative transformative change for humanity, society and our organizations.Facilitating organizations to dance with the complex “logic of life”: spinning with paradoxes in regenerative appreciative inquiry summits
Johan Lilja
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

Organizations will be key to realizing the “transformative change for humanity” now being called for. However, the complexity calls for new ways of facilitating change and organizational learning; it also calls for moving beyond sustainability to develop practices that restore and regenerate the world in which we live. Above all, it calls for the development of new frameworks, practices, mindset and capabilities to hold space for and facilitate such transformation, to dance with the “Logic of Life.” The purpose of this study is to contribute to advancing the current leading frameworks and practices of facilitating learning and development towards the enabling of regenerative transformative change in organizations and society.

This study is based on an exploratory qualitative analysis of a facilitation prototype that expands the current framework and practice of Appreciative Inquiry Summits toward regeneration.

This study presents four paradoxes of regenerative facilitation to guide the dance for life in complex ecosystems. It also identifies that the dance needs to be widened, towards inviting more frequently the ends of the four paradoxes noted as regenerative, negative emotions, inner and more-than-human.

This study explores the intersection of practices and frameworks for facilitating complexity with principles from regenerative leadership and complexity theory, potentially making an important contribution to the urgent and widespread need to facilitate a regenerative transformative change for humanity, society and our organizations.

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Facilitating organizations to dance with the complex “logic of life”: spinning with paradoxes in regenerative appreciative inquiry summits10.1108/TLO-01-2023-0006The Learning Organization2024-01-23© 2024 Johan Lilja.Johan LiljaThe Learning Organizationahead-of-printahead-of-print2024-01-2310.1108/TLO-01-2023-0006https://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0006/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Johan Lilja.http://creativecommons.org/licences/by/4.0/legalcode
Integrating technology with work practices in primary care: challenges to sustainable organizing “from within”https://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0009/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to generate a better understanding of how challenges and opportunities for sustainable change during digitalization relate to the organizing work of change agents mandated to facilitate technology adoption from within local work organizations. This study examines the work of welfare technology coordinators, health-care professionals who are mandated to facilitate the use of technologies in home-based services in a Norwegian city. Data comprise ethnographic observations of meetings and work practices, interviews and documents collected over one year. A practice-based approach was applied to analyze how the welfare technology coordinators go about integrating technologies with the work practices, and the forms of negotiations this work implies in their work community. The analysis identified four sets of practices in the coordinators’ work: exploring and integrating new technologies into work practices, legitimizing aims and values, formalizing routines and responsibilities and critically considering existing and envisioned service practices. Through these practices, emerging problems and disconnections in the service organization were attended to in a continuous manner. The study contributes to the literature by examining the work of internal change agents mandated to facilitate multiple and simultaneous technology adoption and demonstrates the importance of recognizing the continuous efforts and negotiations of these agents as significant to sustainable organizing.Integrating technology with work practices in primary care: challenges to sustainable organizing “from within”
Isabel Alexandra Brandenberger, Mervi Anneli Hasu, Monika Nerland
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to generate a better understanding of how challenges and opportunities for sustainable change during digitalization relate to the organizing work of change agents mandated to facilitate technology adoption from within local work organizations.

This study examines the work of welfare technology coordinators, health-care professionals who are mandated to facilitate the use of technologies in home-based services in a Norwegian city. Data comprise ethnographic observations of meetings and work practices, interviews and documents collected over one year. A practice-based approach was applied to analyze how the welfare technology coordinators go about integrating technologies with the work practices, and the forms of negotiations this work implies in their work community.

The analysis identified four sets of practices in the coordinators’ work: exploring and integrating new technologies into work practices, legitimizing aims and values, formalizing routines and responsibilities and critically considering existing and envisioned service practices. Through these practices, emerging problems and disconnections in the service organization were attended to in a continuous manner.

The study contributes to the literature by examining the work of internal change agents mandated to facilitate multiple and simultaneous technology adoption and demonstrates the importance of recognizing the continuous efforts and negotiations of these agents as significant to sustainable organizing.

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Integrating technology with work practices in primary care: challenges to sustainable organizing “from within”10.1108/TLO-01-2023-0009The Learning Organization2023-10-05© 2023 Emerald Publishing LimitedIsabel Alexandra BrandenbergerMervi Anneli HasuMonika NerlandThe Learning Organizationahead-of-printahead-of-print2023-10-0510.1108/TLO-01-2023-0009https://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0009/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Evaluating the impact of faculty development on employee engagement practices in higher education: analysing the mediating role of professional developmenthttps://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0014/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe faculties are crucial to education. They should have enough training facilities and be encouraged to actively contribute to high-quality education and successful learning. Faculty engagement and development activities should be explored and included in learning organizations and employee engagement in India. This paper aims to describe higher education as a learning organization. The research will also assess how faculty development programs affect faculty engagement behaviors in these institutions and if professional development mediates this effect, which has not been previously examined. This study was conducted with quantitative data collected from 267 faculties through reliable and validated adapted questionnaires. Semistructured interviews were conducted with heads and professor-level faculties to gain insights into faculty development and engagement. Partial least squares structural equation modeling technique (PLS-SEM 3.3.6 version) was used to test the conceptually drafted model. Faculty professional development programs shown to improve higher education faculty engagement and professional progress. The studies also showed that higher education institutions must prioritize faculty development to become learning organizations. Professional development reduced the direct effects of faculty development program (FDP) on faculty engagement. This suggests that professional growth mediates the research. This research emphasizes and professional development to boost teacher involvement in B-Schools. Management must design faculty development programs to construct professional development and learning organizations, according to the results. Developing and writing rules that encourage faculty engagement in such internal and external programs would also enhance their academic and administrative abilities and assist higher education institutions become learning organizations. The study is one of the few to examine the impact of faculty development programs and professional development on faculty engagement in higher education institutions, particularly B-Schools, and its competitive mediating role.Evaluating the impact of faculty development on employee engagement practices in higher education: analysing the mediating role of professional development
Anchal Luthra, Shivani Dixit, Vikas Arya
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

The faculties are crucial to education. They should have enough training facilities and be encouraged to actively contribute to high-quality education and successful learning. Faculty engagement and development activities should be explored and included in learning organizations and employee engagement in India. This paper aims to describe higher education as a learning organization. The research will also assess how faculty development programs affect faculty engagement behaviors in these institutions and if professional development mediates this effect, which has not been previously examined.

This study was conducted with quantitative data collected from 267 faculties through reliable and validated adapted questionnaires. Semistructured interviews were conducted with heads and professor-level faculties to gain insights into faculty development and engagement. Partial least squares structural equation modeling technique (PLS-SEM 3.3.6 version) was used to test the conceptually drafted model.

Faculty professional development programs shown to improve higher education faculty engagement and professional progress. The studies also showed that higher education institutions must prioritize faculty development to become learning organizations. Professional development reduced the direct effects of faculty development program (FDP) on faculty engagement. This suggests that professional growth mediates the research.

This research emphasizes and professional development to boost teacher involvement in B-Schools. Management must design faculty development programs to construct professional development and learning organizations, according to the results. Developing and writing rules that encourage faculty engagement in such internal and external programs would also enhance their academic and administrative abilities and assist higher education institutions become learning organizations.

The study is one of the few to examine the impact of faculty development programs and professional development on faculty engagement in higher education institutions, particularly B-Schools, and its competitive mediating role.

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Evaluating the impact of faculty development on employee engagement practices in higher education: analysing the mediating role of professional development10.1108/TLO-01-2023-0014The Learning Organization2023-11-21© 2023 Emerald Publishing LimitedAnchal LuthraShivani DixitVikas AryaThe Learning Organizationahead-of-printahead-of-print2023-11-2110.1108/TLO-01-2023-0014https://www.emerald.com/insight/content/doi/10.1108/TLO-01-2023-0014/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
A mediation analysis of the motivation for learning in the process of knowledge acquisition and transferhttps://www.emerald.com/insight/content/doi/10.1108/TLO-02-2022-0027/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to explore the mediating role of the motivation for learning in knowledge acquisition and knowledge transfer in students of higher education programs in business and management. Quantitative correlational design. Data was collected from a sample of 366 students studying and working in the business and entrepreneurial sector in Ecuador. The instrument used was a Likert scale questionnaire. Correlation analyses were used to specify the relationships between variables. Multiple regression analysis was used to test the hypotheses. The results evidenced the mediating effect of the motivation for learning on the relationship between knowledge acquisition and knowledge transfer of undergraduate and graduate students in higher education programs in the area of business and entrepreneurship. The model investigated is a contribution to the literature since the variables have been little studied by the students as transfer channels, and there is a need to explore these relationships between variables in other productive sectors. Organizations will be able to identify relevant factors in knowledge transfer, the motivation for learning for the context of working, create ideal conditions for knowledge flow and maintain a commitment to take advantage of this cooperation. The results contribute to the three agents involved in knowledge transfer: students, educational institutions and organizations. Students can have a greater understanding of the skills they need to improve their learning and application of knowledge. Educational institutions will have a better understanding of and approach to developing competencies in their students. This simple regression model enriches the current literature on the mediating effect of the motivation for learning on the relationship between knowledge acquisition and knowledge transfer in higher education institutions in Latin American countries.A mediation analysis of the motivation for learning in the process of knowledge acquisition and transfer
Mayra Liuviana Vega Chica, Luis Ángel Valle Lituma
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to explore the mediating role of the motivation for learning in knowledge acquisition and knowledge transfer in students of higher education programs in business and management.

Quantitative correlational design. Data was collected from a sample of 366 students studying and working in the business and entrepreneurial sector in Ecuador. The instrument used was a Likert scale questionnaire. Correlation analyses were used to specify the relationships between variables. Multiple regression analysis was used to test the hypotheses.

The results evidenced the mediating effect of the motivation for learning on the relationship between knowledge acquisition and knowledge transfer of undergraduate and graduate students in higher education programs in the area of business and entrepreneurship.

The model investigated is a contribution to the literature since the variables have been little studied by the students as transfer channels, and there is a need to explore these relationships between variables in other productive sectors.

Organizations will be able to identify relevant factors in knowledge transfer, the motivation for learning for the context of working, create ideal conditions for knowledge flow and maintain a commitment to take advantage of this cooperation.

The results contribute to the three agents involved in knowledge transfer: students, educational institutions and organizations. Students can have a greater understanding of the skills they need to improve their learning and application of knowledge. Educational institutions will have a better understanding of and approach to developing competencies in their students.

This simple regression model enriches the current literature on the mediating effect of the motivation for learning on the relationship between knowledge acquisition and knowledge transfer in higher education institutions in Latin American countries.

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A mediation analysis of the motivation for learning in the process of knowledge acquisition and transfer10.1108/TLO-02-2022-0027The Learning Organization2023-12-01© 2023 Emerald Publishing LimitedMayra Liuviana Vega ChicaLuis Ángel Valle LitumaThe Learning Organizationahead-of-printahead-of-print2023-12-0110.1108/TLO-02-2022-0027https://www.emerald.com/insight/content/doi/10.1108/TLO-02-2022-0027/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Evaluating ergonomics and financial distress in manufacturing organization behavior: resiliency framework from operations and strategic managementhttps://www.emerald.com/insight/content/doi/10.1108/TLO-03-2023-0041/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestErgonomics usually reciprocate the study about people fitness toward working environment. In addition, financial distress refers a condition of organizations incompetency in generating sufficient revenues or incomes, which thereby refrain them to pay their financial obligations. This study aims to evaluate two independent organizational fields named as ergonomics in first phase and financial distress in manufacturing organization behavior in the second phase. The study presented a resiliency framework for operations and strategic management in the third phase based on various facts received from the distress organizations. A questionnaire survey based on plant-visit is presented. The study embedded two segments to explicate its novelty. In the first segment, the plant-visit case study is presented and in the second segment, an exploratory data related to financial distress is presented. The study tried to communicate observations related to multiple decision-making fields in single umbrella, where multiple concepts like ergonomics and financial distress of organizations as well as employees are presented. DEMATEL-ANP integrated approach is used to represent the critical financial distress dimensions of employees and their ranking. The study provided insights toward connecting two independent fields named as ergonomics and financial distress in single umbrella. The study can benefit practitioners in designing policies and procedures in their planning model to effectively achieve organizational goals. The study presented 14 financial distress drivers of employees and advocated the aggregation of ergonomics and financial distress toward developing a holistic framework for attaining organization goals for sustainability. The study presented a comprehensive understanding about multiple organization decision-making fields toward developing a holistic approach from different aspects for attaining organizational sustainability. The study can be fruitful in stimulating cross-pollination of ideas between researchers and provides a good understandability of ergonomics and financial distress in single roof.Evaluating ergonomics and financial distress in manufacturing organization behavior: resiliency framework from operations and strategic management
Sri Yogi Kottala, Atul Kumar Sahu
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

Ergonomics usually reciprocate the study about people fitness toward working environment. In addition, financial distress refers a condition of organizations incompetency in generating sufficient revenues or incomes, which thereby refrain them to pay their financial obligations. This study aims to evaluate two independent organizational fields named as ergonomics in first phase and financial distress in manufacturing organization behavior in the second phase. The study presented a resiliency framework for operations and strategic management in the third phase based on various facts received from the distress organizations.

A questionnaire survey based on plant-visit is presented. The study embedded two segments to explicate its novelty. In the first segment, the plant-visit case study is presented and in the second segment, an exploratory data related to financial distress is presented. The study tried to communicate observations related to multiple decision-making fields in single umbrella, where multiple concepts like ergonomics and financial distress of organizations as well as employees are presented. DEMATEL-ANP integrated approach is used to represent the critical financial distress dimensions of employees and their ranking.

The study provided insights toward connecting two independent fields named as ergonomics and financial distress in single umbrella. The study can benefit practitioners in designing policies and procedures in their planning model to effectively achieve organizational goals. The study presented 14 financial distress drivers of employees and advocated the aggregation of ergonomics and financial distress toward developing a holistic framework for attaining organization goals for sustainability.

The study presented a comprehensive understanding about multiple organization decision-making fields toward developing a holistic approach from different aspects for attaining organizational sustainability. The study can be fruitful in stimulating cross-pollination of ideas between researchers and provides a good understandability of ergonomics and financial distress in single roof.

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Evaluating ergonomics and financial distress in manufacturing organization behavior: resiliency framework from operations and strategic management10.1108/TLO-03-2023-0041The Learning Organization2023-12-06© 2023 Emerald Publishing LimitedSri Yogi KottalaAtul Kumar SahuThe Learning Organizationahead-of-printahead-of-print2023-12-0610.1108/TLO-03-2023-0041https://www.emerald.com/insight/content/doi/10.1108/TLO-03-2023-0041/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Creating, executing and sustaining a high-reliability organization in health carehttps://www.emerald.com/insight/content/doi/10.1108/TLO-03-2023-0048/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study demonstrates how becoming a high-reliability institution in health care is a priority, given the high-risk environment in which an error can result in harm. Literature conceptually supports the need for highly reliable health care facilities but does not show a comprehensive approach to operationalizing the concept into the daily workforce to support patients. The Veterans Health Administration closes the gap by documenting a case study that not only demonstrates specific actions and functions that create a high-reliability organization (HRO) for safety and improvement but also created a learning organization by spreading the knowledge to other facilities. The authors instituted a methodology consisting of assessments, training and educational simulations to measure, establish and operationalize activities that identified and prevented harmful events. Visual communication boards were created to facilitate team huddles and discuss improvement ideas. Improvements were then measured and analyzed for purposeful outcomes and return on investment (ROI). HRO can be operationalized successfully in health care systems. Measurable outcomes verified that psychological safety was achieved through the identification and participation of 3,184 process improvement projects over a five-year period, which yielded a US$2.8m ROI. Documented processes and activities were used for educational teachings, which were disseminated to other Veteran Affairs Medical Center’s through the Truman HRO Academy. This case study is limited to one hospital in the Veterans Health Administration (VHA) network. As the VHA continues to deploy the methods outlined to other hospitals, the authors will perform incremental data collection and ongoing analysis for further validation of the HRO methods and operations. Hospitalists can adapt the methods in the case study for practical application in a health care setting outside of VHA. Although the model is rooted in health care, the methods may be adapted for use in other industries. This case study overcomes the limitations within literature regarding operationalizing HRO by providing actual activities and demonstrations that can be implemented by other health care facilities.Creating, executing and sustaining a high-reliability organization in health care
Jennifer Ford, David B. Isaacks, Timothy Anderson
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study demonstrates how becoming a high-reliability institution in health care is a priority, given the high-risk environment in which an error can result in harm. Literature conceptually supports the need for highly reliable health care facilities but does not show a comprehensive approach to operationalizing the concept into the daily workforce to support patients. The Veterans Health Administration closes the gap by documenting a case study that not only demonstrates specific actions and functions that create a high-reliability organization (HRO) for safety and improvement but also created a learning organization by spreading the knowledge to other facilities.

The authors instituted a methodology consisting of assessments, training and educational simulations to measure, establish and operationalize activities that identified and prevented harmful events. Visual communication boards were created to facilitate team huddles and discuss improvement ideas. Improvements were then measured and analyzed for purposeful outcomes and return on investment (ROI).

HRO can be operationalized successfully in health care systems. Measurable outcomes verified that psychological safety was achieved through the identification and participation of 3,184 process improvement projects over a five-year period, which yielded a US$2.8m ROI. Documented processes and activities were used for educational teachings, which were disseminated to other Veteran Affairs Medical Center’s through the Truman HRO Academy.

This case study is limited to one hospital in the Veterans Health Administration (VHA) network. As the VHA continues to deploy the methods outlined to other hospitals, the authors will perform incremental data collection and ongoing analysis for further validation of the HRO methods and operations. Hospitalists can adapt the methods in the case study for practical application in a health care setting outside of VHA. Although the model is rooted in health care, the methods may be adapted for use in other industries.

This case study overcomes the limitations within literature regarding operationalizing HRO by providing actual activities and demonstrations that can be implemented by other health care facilities.

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Creating, executing and sustaining a high-reliability organization in health care10.1108/TLO-03-2023-0048The Learning Organization2024-02-13© 2024 Emerald Publishing LimitedJennifer FordDavid B. IsaacksTimothy AndersonThe Learning Organizationahead-of-printahead-of-print2024-02-1310.1108/TLO-03-2023-0048https://www.emerald.com/insight/content/doi/10.1108/TLO-03-2023-0048/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Retention of tech employees in India: lessons from the extant literaturehttps://www.emerald.com/insight/content/doi/10.1108/TLO-03-2023-0050/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to focus on the issue of high employee turnover in the Indian tech industry. An integrative review is conducted to analyse the past and current state of literature, as well as prepare a research agenda for future studies. A pool of 72 articles published between 2010 and 2022 is reviewed with a special focus on Indian tech employees. This study elucidates the extent and impact of employee retention strategies through content analysis. Two broad perspectives have been established in the literature: the reasons for quitting and the explanations for staying. By means of a comprehensive review, this paper combines these two aspects of literature and suggests factors under organization’s control to retain competent tech employees. The study is designed to integrate the two theoretical viewpoints of employee turnover literature by consolidating the reasons behind quitting behaviour and staying intention. Codes combining the two aspects are presented as a valuable resource to retain tech talent.Retention of tech employees in India: lessons from the extant literature
Farhat Haque
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to focus on the issue of high employee turnover in the Indian tech industry. An integrative review is conducted to analyse the past and current state of literature, as well as prepare a research agenda for future studies.

A pool of 72 articles published between 2010 and 2022 is reviewed with a special focus on Indian tech employees. This study elucidates the extent and impact of employee retention strategies through content analysis.

Two broad perspectives have been established in the literature: the reasons for quitting and the explanations for staying. By means of a comprehensive review, this paper combines these two aspects of literature and suggests factors under organization’s control to retain competent tech employees.

The study is designed to integrate the two theoretical viewpoints of employee turnover literature by consolidating the reasons behind quitting behaviour and staying intention. Codes combining the two aspects are presented as a valuable resource to retain tech talent.

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Retention of tech employees in India: lessons from the extant literature10.1108/TLO-03-2023-0050The Learning Organization2024-01-10© 2023 Emerald Publishing LimitedFarhat HaqueThe Learning Organizationahead-of-printahead-of-print2024-01-1010.1108/TLO-03-2023-0050https://www.emerald.com/insight/content/doi/10.1108/TLO-03-2023-0050/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Gender and experience as moderators between talent management and turnover intention among faculty members in higher educational institutions in Indiahttps://www.emerald.com/insight/content/doi/10.1108/TLO-04-2023-0051/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to investigate the relationship between talent management, organizational commitment and turnover intention. The moderating role of gender and experience in relationships was explored. A conceptual model was developed, and relationships were studied by collecting data from 392 faculty members working in higher educational institutions (HEIs) in southern India. After checking the instrument’s psychometric properties using the LISREL package of structural equation modeling, data were analyzed using Hayes’s PROCESS macros. The results revealed that talent recruitment strategies positively predict organizational commitment and negatively predict turnover intention; organizational commitment mediates the relationship between talent management and turnover intention. Further, the results documented that experience (first moderator) and gender of faculty members (second moderator) influenced the relationship between talent management and organizational commitment and organizational commitment and turnover intention. The outcomes of this research are helpful for the administrators of HEIs to strategize to attract and retain talented faculty to maintain sustained competitive advantage. This research also helps to understand gender differences that exist in talent management and retention and organizational commitment in HEIs. The three-way interactions between talent management, gender and experience in influencing organizational commitment and turnover intentions is a novel idea that contributes to the talent management literature – the relationship between talent recruitment strategies and talent engagement. The implications for talent management theory and practice are discussed.Gender and experience as moderators between talent management and turnover intention among faculty members in higher educational institutions in India
Dayana Amala Jothi Antony, Savarimuthu Arulandu, Satyanarayana Parayitam
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to investigate the relationship between talent management, organizational commitment and turnover intention. The moderating role of gender and experience in relationships was explored.

A conceptual model was developed, and relationships were studied by collecting data from 392 faculty members working in higher educational institutions (HEIs) in southern India. After checking the instrument’s psychometric properties using the LISREL package of structural equation modeling, data were analyzed using Hayes’s PROCESS macros.

The results revealed that talent recruitment strategies positively predict organizational commitment and negatively predict turnover intention; organizational commitment mediates the relationship between talent management and turnover intention. Further, the results documented that experience (first moderator) and gender of faculty members (second moderator) influenced the relationship between talent management and organizational commitment and organizational commitment and turnover intention.

The outcomes of this research are helpful for the administrators of HEIs to strategize to attract and retain talented faculty to maintain sustained competitive advantage. This research also helps to understand gender differences that exist in talent management and retention and organizational commitment in HEIs.

The three-way interactions between talent management, gender and experience in influencing organizational commitment and turnover intentions is a novel idea that contributes to the talent management literature – the relationship between talent recruitment strategies and talent engagement. The implications for talent management theory and practice are discussed.

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Gender and experience as moderators between talent management and turnover intention among faculty members in higher educational institutions in India10.1108/TLO-04-2023-0051The Learning Organization2023-11-28© 2023 Emerald Publishing LimitedDayana Amala Jothi AntonySavarimuthu ArulanduSatyanarayana ParayitamThe Learning Organizationahead-of-printahead-of-print2023-11-2810.1108/TLO-04-2023-0051https://www.emerald.com/insight/content/doi/10.1108/TLO-04-2023-0051/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Managing innovative talent: a moderated-mediation model of the relationship between leader–member exchange, learning strategies and innovationhttps://www.emerald.com/insight/content/doi/10.1108/TLO-04-2023-0062/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to extend understanding of individual innovation by examining how learning strategies and relational dynamics influence the generation and promotion of innovative ideas. By investigating the extent to which the relationship between learning strategies and innovation varies as a function of a social factor (i.e. leader–member exchange), this research strengthens the conceptual model of individual innovation by integrating cognitive, behavioral and environmental factors. Data collected from 667 working adults met satisfactory standards of construct reliability, and confirmatory factor analyses were used to verify sufficient convergent and discriminant construct validity. A first-stage moderated-mediation model was used to measure the direct and indirect effects of the independent variable on the dependent variable, as well as the effect of the moderating variable. Leader–member exchange positively moderated the relationship between behavioral learning strategies and idea generation, but not the relationship between cognitive learning strategies and idea generation. Furthermore, idea generation mediated the relationship between the interaction (i.e. behavioral learning strategies × leader–member exchange) and idea promotion. Idea generation also mediated the relationship between cognitive learning strategies and idea promotion. This research extends the generalizability of social cognitive theory within individual innovation processes and provides a greater understanding of how relational dynamics strengthen employee innovation through behavioral learning strategies. Support for the hypothesized moderated-mediation model empirically validates how organizational leaders can leverage relational dynamics and learning strategies to elicit the conceptualization and championing of innovative ideas in the workplace.Managing innovative talent: a moderated-mediation model of the relationship between leader–member exchange, learning strategies and innovation
Jack Smothers
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to extend understanding of individual innovation by examining how learning strategies and relational dynamics influence the generation and promotion of innovative ideas. By investigating the extent to which the relationship between learning strategies and innovation varies as a function of a social factor (i.e. leader–member exchange), this research strengthens the conceptual model of individual innovation by integrating cognitive, behavioral and environmental factors.

Data collected from 667 working adults met satisfactory standards of construct reliability, and confirmatory factor analyses were used to verify sufficient convergent and discriminant construct validity. A first-stage moderated-mediation model was used to measure the direct and indirect effects of the independent variable on the dependent variable, as well as the effect of the moderating variable.

Leader–member exchange positively moderated the relationship between behavioral learning strategies and idea generation, but not the relationship between cognitive learning strategies and idea generation. Furthermore, idea generation mediated the relationship between the interaction (i.e. behavioral learning strategies × leader–member exchange) and idea promotion. Idea generation also mediated the relationship between cognitive learning strategies and idea promotion.

This research extends the generalizability of social cognitive theory within individual innovation processes and provides a greater understanding of how relational dynamics strengthen employee innovation through behavioral learning strategies. Support for the hypothesized moderated-mediation model empirically validates how organizational leaders can leverage relational dynamics and learning strategies to elicit the conceptualization and championing of innovative ideas in the workplace.

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Managing innovative talent: a moderated-mediation model of the relationship between leader–member exchange, learning strategies and innovation10.1108/TLO-04-2023-0062The Learning Organization2023-08-29© 2023 Emerald Publishing LimitedJack SmothersThe Learning Organizationahead-of-printahead-of-print2023-08-2910.1108/TLO-04-2023-0062https://www.emerald.com/insight/content/doi/10.1108/TLO-04-2023-0062/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Strengths use support and knowledge sharing: mediating roles of work engagement and knowledge self-efficacyhttps://www.emerald.com/insight/content/doi/10.1108/TLO-04-2023-0066/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to examine the influence of perceived supervisor support (PSS) for strengths use on knowledge sharing (KS) intentions, mediated through work engagement and knowledge self-efficacy, based on the job demand-resources theory and the broaden and build theory. Structural equation modeling and bootstrap analyses were performed to examine the research model using data derived from a two-wave questionnaire survey of 162 employees from five health-care organizations. The results indicate that PSS for strengths use promoted KS intentions fully mediated through work engagement and subsequently through knowledge self-efficacy. However, there was no direct relationship between PSS for strengths use and KS intention. The contribution of this research to the literature on KS is to find the effectiveness of a strengths-based approach in promoting KS intentions across boundaries and identifying mediating factors that link PSS for strengths use to KS intentions.Strengths use support and knowledge sharing: mediating roles of work engagement and knowledge self-efficacy
Makoto Matsuo
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to examine the influence of perceived supervisor support (PSS) for strengths use on knowledge sharing (KS) intentions, mediated through work engagement and knowledge self-efficacy, based on the job demand-resources theory and the broaden and build theory.

Structural equation modeling and bootstrap analyses were performed to examine the research model using data derived from a two-wave questionnaire survey of 162 employees from five health-care organizations.

The results indicate that PSS for strengths use promoted KS intentions fully mediated through work engagement and subsequently through knowledge self-efficacy. However, there was no direct relationship between PSS for strengths use and KS intention.

The contribution of this research to the literature on KS is to find the effectiveness of a strengths-based approach in promoting KS intentions across boundaries and identifying mediating factors that link PSS for strengths use to KS intentions.

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Strengths use support and knowledge sharing: mediating roles of work engagement and knowledge self-efficacy10.1108/TLO-04-2023-0066The Learning Organization2024-01-02© 2023 Emerald Publishing LimitedMakoto MatsuoThe Learning Organizationahead-of-printahead-of-print2024-01-0210.1108/TLO-04-2023-0066https://www.emerald.com/insight/content/doi/10.1108/TLO-04-2023-0066/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Managing talent and branding in learning organizationhttps://www.emerald.com/insight/content/doi/10.1108/TLO-04-2023-0067/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe success of the organization depends on its sustainability and growth in the competitive market. Retention and attraction of talent in the organization are strongly associated with organizational performance. Employer branding is an outcome activity that helps organizations show their strength to attract and retain talent. Talent management practices are mostly essential in the current context for retaining talent. This study aims to explore and identify the contributing factors in efficient talent management and to examine whether the factors contributing to employer branding differ concerning different demographic profiles of the employees for information technology organizations. Data were collected from 617 adult participants using an 85-item questionnaire on talent management comprising 25 domains, developed for the present study. Principal component analysis of the data indicated that 20 different factors make an impact in developing strong talent management practices. Three broad areas were identified, namely, personal benefits and growth, transparent organizational culture and social commitment of the organizations. Present research has not taken care of few other factors associated with the organization where employees’ retention gets adversely effected such as evaluation of performance and compensation management, training and development, etc. So, future research can be conducted these areas. These aspects are also required to be incorporated in future research. Several implications of the present research can be presented in the following areas. It is found in the present research that the effectiveness of the talent management system mostly depends on personal benefits and growth, organizational culture and climate and the organizational out. Apart from the academic implications of the present research, practical implications of the present study cannot be ignored. The components and elements of the talent management in the perspectives employer branding can also appropriately applied by the organizations. The contribution of the study lies in exploring and identifying three important aspects of the organization in talent management. Findings will have implications for different organizations in understanding, developing and implementing policies related to employer branding and talent management.Managing talent and branding in learning organization
Gouranga Patra, Sumona Datta, Indranil Bose
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

The success of the organization depends on its sustainability and growth in the competitive market. Retention and attraction of talent in the organization are strongly associated with organizational performance. Employer branding is an outcome activity that helps organizations show their strength to attract and retain talent. Talent management practices are mostly essential in the current context for retaining talent. This study aims to explore and identify the contributing factors in efficient talent management and to examine whether the factors contributing to employer branding differ concerning different demographic profiles of the employees for information technology organizations.

Data were collected from 617 adult participants using an 85-item questionnaire on talent management comprising 25 domains, developed for the present study.

Principal component analysis of the data indicated that 20 different factors make an impact in developing strong talent management practices. Three broad areas were identified, namely, personal benefits and growth, transparent organizational culture and social commitment of the organizations.

Present research has not taken care of few other factors associated with the organization where employees’ retention gets adversely effected such as evaluation of performance and compensation management, training and development, etc. So, future research can be conducted these areas. These aspects are also required to be incorporated in future research.

Several implications of the present research can be presented in the following areas. It is found in the present research that the effectiveness of the talent management system mostly depends on personal benefits and growth, organizational culture and climate and the organizational out. Apart from the academic implications of the present research, practical implications of the present study cannot be ignored. The components and elements of the talent management in the perspectives employer branding can also appropriately applied by the organizations.

The contribution of the study lies in exploring and identifying three important aspects of the organization in talent management. Findings will have implications for different organizations in understanding, developing and implementing policies related to employer branding and talent management.

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Managing talent and branding in learning organization10.1108/TLO-04-2023-0067The Learning Organization2023-12-21© 2023 Emerald Publishing LimitedGouranga PatraSumona DattaIndranil BoseThe Learning Organizationahead-of-printahead-of-print2023-12-2110.1108/TLO-04-2023-0067https://www.emerald.com/insight/content/doi/10.1108/TLO-04-2023-0067/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Talent management and employee ambidexterity: the moderating role of learning organizationhttps://www.emerald.com/insight/content/doi/10.1108/TLO-05-2023-0071/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to examine the influence of the talent management (TM) process on employee ambidexterity (EA) and the moderating role of learning organizations in Indian IT and ITes organizations. The study is descriptive and based on empirical data from 390 IT and ITES employees from India. Data were collected using three valid and reliable questionnaires. Data were analysed using partial least squares structural equation modelling. The findings show that the TM process significantly impacted EA. The moderating effects of the four dimensions of learning organization (LO) on the relationship between the TM process and EA were also noteworthy, even though no direct association was found to be significant. Regarding demographic variables, male and female employees do not vary considerably in their perception of TM process and EA in LO. The study’s novelty lies in creating and discussing a synthesis of exploration and exploitation stemming from EA in learning organization.Talent management and employee ambidexterity: the moderating role of learning organization
Hinadi Akbar, Mohammad Anas
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to examine the influence of the talent management (TM) process on employee ambidexterity (EA) and the moderating role of learning organizations in Indian IT and ITes organizations.

The study is descriptive and based on empirical data from 390 IT and ITES employees from India. Data were collected using three valid and reliable questionnaires. Data were analysed using partial least squares structural equation modelling.

The findings show that the TM process significantly impacted EA. The moderating effects of the four dimensions of learning organization (LO) on the relationship between the TM process and EA were also noteworthy, even though no direct association was found to be significant. Regarding demographic variables, male and female employees do not vary considerably in their perception of TM process and EA in LO.

The study’s novelty lies in creating and discussing a synthesis of exploration and exploitation stemming from EA in learning organization.

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Talent management and employee ambidexterity: the moderating role of learning organization10.1108/TLO-05-2023-0071The Learning Organization2024-01-15© 2023 Emerald Publishing LimitedHinadi AkbarMohammad AnasThe Learning Organizationahead-of-printahead-of-print2024-01-1510.1108/TLO-05-2023-0071https://www.emerald.com/insight/content/doi/10.1108/TLO-05-2023-0071/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Impact of executive isolation on leadership and learning culture: a study across chief executive officers and employees of technology enterprises in Indiahttps://www.emerald.com/insight/content/doi/10.1108/TLO-05-2023-0081/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestExecutive isolation, also known as workplace loneliness, its factors and impact are major issues for organizational development, future of work for leadership and learning culture. The purpose of this study is to examine the Executive isolation phenomenon where relationships between power distance, organizational culture and executive isolation of Chief Executive Officers (CEOs) are analysed on how it is considered by their teams. The same is contextualized through the inputs received through interviews conducted with CEOs and employee surveys. The qualitative in-depth interviews of five CEOs, and survey across 34 of the 50 employees, were undertaken over the course of two phases of this study. The investigation focused on identifying executive isolation of CEOs and perspectives of employees that can impact the leadership and learning progress of organizations based on work culture, power distance and decision-making; awareness and experience of executive isolation; workplace friendliness and rejection; and management development initiatives to minimize the impact of executive isolation. Qualitative data analysis was conducted using MAXQDA 2022 (Verbi Software, Berlin, Germany), which is a qualitative data analysis software. The findings highlight and expose the significant gap between understanding and analysing of the factors due to which the CEOs undergo executive isolation. It also extends to providing details related to the lack of awareness of the teams’ actions contributing to the CEOs’ isolation. It further highlights the fact that the difference of perspectives between the CEOs and teams leads to the organization slowing in its learning activities due to the leaders’ own challenges of executive isolation The findings also provide immense need of developing knowledge assets and management development initiatives for learning interventions, to help understand, analyse and mitigate executive isolation, in the interest of the organizational learning and development. Earlier research work have contextualized the executive isolation impact on CEOs ability to be a leader. This study extends it to include the implications of leadership and learning culture on the teams that are affected by organization culture, power distance, decision-making and analysing the gap between the understandings about executive isolation of the CEOs. Eventually, it interprets how CEOs courting the executive isolation impacts the overall developmental culture of the organization. This will help in asserting the serious need of new learning frameworks needed to minimize the impact of CEO-level executive isolation.Impact of executive isolation on leadership and learning culture: a study across chief executive officers and employees of technology enterprises in India
Rishi Kappal, Dharmesh K.K. Mishra
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

Executive isolation, also known as workplace loneliness, its factors and impact are major issues for organizational development, future of work for leadership and learning culture. The purpose of this study is to examine the Executive isolation phenomenon where relationships between power distance, organizational culture and executive isolation of Chief Executive Officers (CEOs) are analysed on how it is considered by their teams. The same is contextualized through the inputs received through interviews conducted with CEOs and employee surveys.

The qualitative in-depth interviews of five CEOs, and survey across 34 of the 50 employees, were undertaken over the course of two phases of this study. The investigation focused on identifying executive isolation of CEOs and perspectives of employees that can impact the leadership and learning progress of organizations based on work culture, power distance and decision-making; awareness and experience of executive isolation; workplace friendliness and rejection; and management development initiatives to minimize the impact of executive isolation. Qualitative data analysis was conducted using MAXQDA 2022 (Verbi Software, Berlin, Germany), which is a qualitative data analysis software.

The findings highlight and expose the significant gap between understanding and analysing of the factors due to which the CEOs undergo executive isolation. It also extends to providing details related to the lack of awareness of the teams’ actions contributing to the CEOs’ isolation. It further highlights the fact that the difference of perspectives between the CEOs and teams leads to the organization slowing in its learning activities due to the leaders’ own challenges of executive isolation The findings also provide immense need of developing knowledge assets and management development initiatives for learning interventions, to help understand, analyse and mitigate executive isolation, in the interest of the organizational learning and development.

Earlier research work have contextualized the executive isolation impact on CEOs ability to be a leader. This study extends it to include the implications of leadership and learning culture on the teams that are affected by organization culture, power distance, decision-making and analysing the gap between the understandings about executive isolation of the CEOs. Eventually, it interprets how CEOs courting the executive isolation impacts the overall developmental culture of the organization. This will help in asserting the serious need of new learning frameworks needed to minimize the impact of CEO-level executive isolation.

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Impact of executive isolation on leadership and learning culture: a study across chief executive officers and employees of technology enterprises in India10.1108/TLO-05-2023-0081The Learning Organization2024-03-21© 2024 Emerald Publishing LimitedRishi KappalDharmesh K.K. MishraThe Learning Organizationahead-of-printahead-of-print2024-03-2110.1108/TLO-05-2023-0081https://www.emerald.com/insight/content/doi/10.1108/TLO-05-2023-0081/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Self-perceived talent status and employee outcomes: role of the organisational justice in Japanese learning organisationshttps://www.emerald.com/insight/content/doi/10.1108/TLO-05-2023-0089/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to examine the relationship between self-perceived talent status (SPTS) and positive employee outcomes (work engagement and organisational commitment), mediated by organisational justice (distributive and procedural justice). The authors define SPTS as employees’ self-conceptualisation of talent, formed by inferring the organisation’s initiatives regarding training and development opportunities and through informal recognition by others. The authors measured SPTS using eight items on a five-point scale. Through an internet survey company, the authors initially surveyed 1,207 full-time employees from 300 Japanese companies with ≥ 300 employees. In the second round of the survey, conducted after approximately two weeks, 876 (82.9%) responses were collected from the initial 1,207 respondents, which were used for the final analysis. SPTS was directly and positively related to work engagement, organisational commitment, distributive justice and procedural justice. In learning organisations, SPTS was positively but indirectly related to work engagement and organisational commitment, mediated by distributive justice. In non-learning organisations, SPTS was positively but indirectly related to work engagement and organisational commitment, mediated by procedural justice. Given SPTS’s positive impact on employee outcomes, to eliminate the information asymmetry between organisations and talent due to strategic ambiguity, organisations should increase SPTS by helping talents perceive the plethora of development opportunities in the talent pool. The results demonstrate the utility of SPTS for improving employee outcomes based on strategic talent management (TM) mechanisms including talent rewards, talent development opportunities and promotions. Furthermore, the results demonstrate that distributive justice plays an important role in the build-based TM context of learning organisations.Self-perceived talent status and employee outcomes: role of the organisational justice in Japanese learning organisations
Nobutaka Ishiyama, Hideki S. Tanaka
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to examine the relationship between self-perceived talent status (SPTS) and positive employee outcomes (work engagement and organisational commitment), mediated by organisational justice (distributive and procedural justice). The authors define SPTS as employees’ self-conceptualisation of talent, formed by inferring the organisation’s initiatives regarding training and development opportunities and through informal recognition by others.

The authors measured SPTS using eight items on a five-point scale. Through an internet survey company, the authors initially surveyed 1,207 full-time employees from 300 Japanese companies with ≥ 300 employees. In the second round of the survey, conducted after approximately two weeks, 876 (82.9%) responses were collected from the initial 1,207 respondents, which were used for the final analysis.

SPTS was directly and positively related to work engagement, organisational commitment, distributive justice and procedural justice. In learning organisations, SPTS was positively but indirectly related to work engagement and organisational commitment, mediated by distributive justice. In non-learning organisations, SPTS was positively but indirectly related to work engagement and organisational commitment, mediated by procedural justice.

Given SPTS’s positive impact on employee outcomes, to eliminate the information asymmetry between organisations and talent due to strategic ambiguity, organisations should increase SPTS by helping talents perceive the plethora of development opportunities in the talent pool.

The results demonstrate the utility of SPTS for improving employee outcomes based on strategic talent management (TM) mechanisms including talent rewards, talent development opportunities and promotions. Furthermore, the results demonstrate that distributive justice plays an important role in the build-based TM context of learning organisations.

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Self-perceived talent status and employee outcomes: role of the organisational justice in Japanese learning organisations10.1108/TLO-05-2023-0089The Learning Organization2024-01-25© 2023 Nobutaka Ishiyama and Hideki S. Tanaka.Nobutaka IshiyamaHideki S. TanakaThe Learning Organizationahead-of-printahead-of-print2024-01-2510.1108/TLO-05-2023-0089https://www.emerald.com/insight/content/doi/10.1108/TLO-05-2023-0089/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Nobutaka Ishiyama and Hideki S. Tanaka.http://creativecommons.org/licences/by/4.0/legalcode
Investigating the emerging and future trends of knowledge management in small and medium enterprises: a science mapping approachhttps://www.emerald.com/insight/content/doi/10.1108/TLO-06-2023-0091/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to evaluate the knowledge structure of knowledge management (KM) applications within small and medium enterprises (SMEs). In pursuit of excellence, SMEs must adopt KM like large corporations, even with limited resources. Through a bibliometric approach, this study evaluates current themes based on bibliographic coupling analysis and predicts future trends based on coword analysis. A total of 726 documents and 2,658 keywords were derived from the Web of Science database. Findings show four clusters in bibliographic coupling and three in coword analysis. A common theme discovered converged on digital technology to ensure SMEs follow current market trends. Advanced application of Industry 4.0 requires digital transformation for SMEs’ pursuit of excellence. Implications include sustaining SMEs through a considerable KM system integrated with digital technology for sustainable business activities. To the best of the authors’ knowledge, this study is among the first to provide a science mapping analysis on KM in SMEs by applying a bibliometric analysis.Investigating the emerging and future trends of knowledge management in small and medium enterprises: a science mapping approach
Muhammad Ashraf Fauzi, Zuria Akmal Saad, Mohd Hanafiah Ahmad, Muhammad Zorif Fauzi, Md Faizal Ahmad
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to evaluate the knowledge structure of knowledge management (KM) applications within small and medium enterprises (SMEs). In pursuit of excellence, SMEs must adopt KM like large corporations, even with limited resources.

Through a bibliometric approach, this study evaluates current themes based on bibliographic coupling analysis and predicts future trends based on coword analysis. A total of 726 documents and 2,658 keywords were derived from the Web of Science database.

Findings show four clusters in bibliographic coupling and three in coword analysis. A common theme discovered converged on digital technology to ensure SMEs follow current market trends.

Advanced application of Industry 4.0 requires digital transformation for SMEs’ pursuit of excellence. Implications include sustaining SMEs through a considerable KM system integrated with digital technology for sustainable business activities.

To the best of the authors’ knowledge, this study is among the first to provide a science mapping analysis on KM in SMEs by applying a bibliometric analysis.

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Investigating the emerging and future trends of knowledge management in small and medium enterprises: a science mapping approach10.1108/TLO-06-2023-0091The Learning Organization2023-10-09© 2023 Emerald Publishing LimitedMuhammad Ashraf FauziZuria Akmal SaadMohd Hanafiah AhmadMuhammad Zorif FauziMd Faizal AhmadThe Learning Organizationahead-of-printahead-of-print2023-10-0910.1108/TLO-06-2023-0091https://www.emerald.com/insight/content/doi/10.1108/TLO-06-2023-0091/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
The impact of cloud adoption on talent management: an exploratory study from the “learning organization” perspectivehttps://www.emerald.com/insight/content/doi/10.1108/TLO-06-2023-0095/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestCloud computing, a dominant technology, significantly impacts organizations, necessitating talent management strategies for sustained growth. This study aims to explore the impact of cloud adoption on large French organizations through a “learning organization” perspective. Interviews were conducted with business and IT stakeholders from 35 multinational organizations in France. Cloud services have a high impact on large organizations, leading to a demand for cloud-related skills, a power shift from IT to business departments and increased shadow IT activities. Effective utilization requires organizational learning and a change management project, transforming organizations into productive and innovative learning organizations. This paper contributes to cloud computing, organizational learning and talent management literature, offering managers a novel approach to handling cloud services.The impact of cloud adoption on talent management: an exploratory study from the “learning organization” perspective
Sabine Khalil, Bahae Samhan
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

Cloud computing, a dominant technology, significantly impacts organizations, necessitating talent management strategies for sustained growth. This study aims to explore the impact of cloud adoption on large French organizations through a “learning organization” perspective.

Interviews were conducted with business and IT stakeholders from 35 multinational organizations in France.

Cloud services have a high impact on large organizations, leading to a demand for cloud-related skills, a power shift from IT to business departments and increased shadow IT activities. Effective utilization requires organizational learning and a change management project, transforming organizations into productive and innovative learning organizations.

This paper contributes to cloud computing, organizational learning and talent management literature, offering managers a novel approach to handling cloud services.

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The impact of cloud adoption on talent management: an exploratory study from the “learning organization” perspective10.1108/TLO-06-2023-0095The Learning Organization2024-02-06© 2024 Emerald Publishing LimitedSabine KhalilBahae SamhanThe Learning Organizationahead-of-printahead-of-print2024-02-0610.1108/TLO-06-2023-0095https://www.emerald.com/insight/content/doi/10.1108/TLO-06-2023-0095/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
The mediating effects of work conditions on the relationship between intrinsic motivators and training transferhttps://www.emerald.com/insight/content/doi/10.1108/TLO-07-2022-0083/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to investigate the relationship between intrinsic motivators and the transfer of knowledge/skills gained during training to work. The intrinsic motivators considered for the study were self-efficacy and motivation to transfer the training knowledge. The study also examined how work conditions mediate the association of intrinsic motivators and training transfer. The working conditions considered in the study were autonomy and the opportunity to perform in the job. A cross-sectional study was conducted among 426 participants from microfinance institutions in Karnataka, India, who had received a three-week job training six months earlier. Data were collected using a questionnaire and structural equation modelling was performed for the analysis of the data. The study found positive significant relationships between motivation motivators and training transfer of learning. Positive relationships were also seen between work conditions and training transfer of learning acquired via training. The study also established the role of intrinsic motivators in predicting training transfer through work conditions. This study stands among the pioneering works to investigate the influence of intrinsic motivators on training transfer, while also examining the mediating role of work conditions. It focuses on an emerging economy, specifically India, thereby contributing valuable insights to the field.The mediating effects of work conditions on the relationship between intrinsic motivators and training transfer
Remya Lathabhavan, Chidananda H. L.
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to investigate the relationship between intrinsic motivators and the transfer of knowledge/skills gained during training to work. The intrinsic motivators considered for the study were self-efficacy and motivation to transfer the training knowledge. The study also examined how work conditions mediate the association of intrinsic motivators and training transfer. The working conditions considered in the study were autonomy and the opportunity to perform in the job.

A cross-sectional study was conducted among 426 participants from microfinance institutions in Karnataka, India, who had received a three-week job training six months earlier. Data were collected using a questionnaire and structural equation modelling was performed for the analysis of the data.

The study found positive significant relationships between motivation motivators and training transfer of learning. Positive relationships were also seen between work conditions and training transfer of learning acquired via training. The study also established the role of intrinsic motivators in predicting training transfer through work conditions.

This study stands among the pioneering works to investigate the influence of intrinsic motivators on training transfer, while also examining the mediating role of work conditions. It focuses on an emerging economy, specifically India, thereby contributing valuable insights to the field.

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The mediating effects of work conditions on the relationship between intrinsic motivators and training transfer10.1108/TLO-07-2022-0083The Learning Organization2023-09-08© 2023 Emerald Publishing LimitedRemya LathabhavanChidananda H. L.The Learning Organizationahead-of-printahead-of-print2023-09-0810.1108/TLO-07-2022-0083https://www.emerald.com/insight/content/doi/10.1108/TLO-07-2022-0083/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Research governance for change: funding project-based measures in the field of responsible research and innovation (RRI) and their potential for organisational learninghttps://www.emerald.com/insight/content/doi/10.1108/TLO-10-2021-0119/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to look at the implementation of project-funded research governance and its potential to induce organisational learning on responsible research and innovation (RRI). This paper analysed what types of organisational learning and change can take place within organisations of an Europe-funded project and to what extent. This paper examined whether and how change occurs and how it is shaped and co-produced with other orderings. The paper is based on materials and evidence collected while working on the internal evaluation of a Horizon 2020-funded project. Analysis of the results of the mixed methods evaluation design was used to characterise occurrences of organisational learning and change. The authors identified different forms of learning (single-loop learning, double-loop learning, reflexive and reflective learning and situational learning). The extent of learning that could lead to long-lasting organisational change was limited. This was due to the project-based and organisational design, the key-based definition of RRI and the indeterminacy of what constitutes learning and change – both at the level of funding and performing the project. For organisational change to occur, the authors argue for governance mechanisms based on reflexive learning that consider a range of structural conditions and measures. Organisational learning plays an important role in change processes, which has so far been given too little consideration concerning the governance and implementation of RRI through project-based funding. The authors argue for a restructuring of governance and funding mechanisms to create more space for reflexivity and learning.Research governance for change: funding project-based measures in the field of responsible research and innovation (RRI) and their potential for organisational learning
Magdalena Julia Wicher, Elisabeth Frankus
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to look at the implementation of project-funded research governance and its potential to induce organisational learning on responsible research and innovation (RRI). This paper analysed what types of organisational learning and change can take place within organisations of an Europe-funded project and to what extent. This paper examined whether and how change occurs and how it is shaped and co-produced with other orderings.

The paper is based on materials and evidence collected while working on the internal evaluation of a Horizon 2020-funded project. Analysis of the results of the mixed methods evaluation design was used to characterise occurrences of organisational learning and change.

The authors identified different forms of learning (single-loop learning, double-loop learning, reflexive and reflective learning and situational learning). The extent of learning that could lead to long-lasting organisational change was limited. This was due to the project-based and organisational design, the key-based definition of RRI and the indeterminacy of what constitutes learning and change – both at the level of funding and performing the project. For organisational change to occur, the authors argue for governance mechanisms based on reflexive learning that consider a range of structural conditions and measures.

Organisational learning plays an important role in change processes, which has so far been given too little consideration concerning the governance and implementation of RRI through project-based funding. The authors argue for a restructuring of governance and funding mechanisms to create more space for reflexivity and learning.

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Research governance for change: funding project-based measures in the field of responsible research and innovation (RRI) and their potential for organisational learning10.1108/TLO-10-2021-0119The Learning Organization2023-09-28© 2023 Emerald Publishing LimitedMagdalena Julia WicherElisabeth FrankusThe Learning Organizationahead-of-printahead-of-print2023-09-2810.1108/TLO-10-2021-0119https://www.emerald.com/insight/content/doi/10.1108/TLO-10-2021-0119/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Training for gig workers: a systematic review and research agendahttps://www.emerald.com/insight/content/doi/10.1108/TLO-10-2022-0124/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to synthesize existing findings in the gig worker training literature and identify the training rationales adopted by these studies, using a synthesized framework of organizational training rationales. This study seeks to delineate the rationales behind gig worker training and highlight unaddressed training needs within digital platforms, ultimately proposing a research agenda for future studies in this area. A systematic review methodology is adopted to synthesize and analyze empirical, peer-reviewed studies on gig worker training. The systematic review reveals that competency and economic rationales are predominantly adopted in gig worker training studies, with the relationship rationale, common in traditional training, notably absent. This study also outlines seven future research directions to highlight identified challenges and unaddressed training needs. To the best of the author’s knowledge, this study is the first work that systematically reviews existing findings on gig worker training.Training for gig workers: a systematic review and research agenda
Panpan Zhang
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to synthesize existing findings in the gig worker training literature and identify the training rationales adopted by these studies, using a synthesized framework of organizational training rationales. This study seeks to delineate the rationales behind gig worker training and highlight unaddressed training needs within digital platforms, ultimately proposing a research agenda for future studies in this area.

A systematic review methodology is adopted to synthesize and analyze empirical, peer-reviewed studies on gig worker training.

The systematic review reveals that competency and economic rationales are predominantly adopted in gig worker training studies, with the relationship rationale, common in traditional training, notably absent. This study also outlines seven future research directions to highlight identified challenges and unaddressed training needs.

To the best of the author’s knowledge, this study is the first work that systematically reviews existing findings on gig worker training.

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Training for gig workers: a systematic review and research agenda10.1108/TLO-10-2022-0124The Learning Organization2024-03-26© 2024 Emerald Publishing LimitedPanpan ZhangThe Learning Organizationahead-of-printahead-of-print2024-03-2610.1108/TLO-10-2022-0124https://www.emerald.com/insight/content/doi/10.1108/TLO-10-2022-0124/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Coworkers’ responses to knowledge sharing: the moderating role of a knowledge contributor’s job competencehttps://www.emerald.com/insight/content/doi/10.1108/TLO-11-2022-0129/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestDrawing on social exchange theory, this study aims to investigate the reciprocal relationship between an employee’s knowledge sharing and his or her coworkers’ responses to this focal contributor in terms of knowledge sharing and helping behaviors. A two-wave online survey collected data from 84 respondents who provided ratings on each member on their team, representing 440 dyadic relationships. Hierarchical linear modeling analyzed the between-subjects and within-subject data simultaneously. Employees generally reciprocate contributors’ knowledge sharing with an exact act (i.e. knowledge sharing) through the mechanism of peer respect. However, respect generated by knowledge sharing is enhanced only when the knowledge contributor is competent. Research on how an employee’s knowledge sharing actually influences other members of a team is lacking. This study addresses this gap by examining responses to a team member’s knowledge sharing from a peer’s perspective. It also reveals when knowledge sharing is more pronounced in earning peer respect.Coworkers’ responses to knowledge sharing: the moderating role of a knowledge contributor’s job competence
Paul Tang, Jennifer Y.M. Lai, Xiaoyun Chen, Siu Fong Isabel Fu
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

Drawing on social exchange theory, this study aims to investigate the reciprocal relationship between an employee’s knowledge sharing and his or her coworkers’ responses to this focal contributor in terms of knowledge sharing and helping behaviors.

A two-wave online survey collected data from 84 respondents who provided ratings on each member on their team, representing 440 dyadic relationships. Hierarchical linear modeling analyzed the between-subjects and within-subject data simultaneously.

Employees generally reciprocate contributors’ knowledge sharing with an exact act (i.e. knowledge sharing) through the mechanism of peer respect. However, respect generated by knowledge sharing is enhanced only when the knowledge contributor is competent.

Research on how an employee’s knowledge sharing actually influences other members of a team is lacking. This study addresses this gap by examining responses to a team member’s knowledge sharing from a peer’s perspective. It also reveals when knowledge sharing is more pronounced in earning peer respect.

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Coworkers’ responses to knowledge sharing: the moderating role of a knowledge contributor’s job competence10.1108/TLO-11-2022-0129The Learning Organization2024-02-05© 2024 Emerald Publishing LimitedPaul TangJennifer Y.M. LaiXiaoyun ChenSiu Fong Isabel FuThe Learning Organizationahead-of-printahead-of-print2024-02-0510.1108/TLO-11-2022-0129https://www.emerald.com/insight/content/doi/10.1108/TLO-11-2022-0129/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Learning from coproducing digital courses in sexual health in higher education in Norwayhttps://www.emerald.com/insight/content/doi/10.1108/TLO-11-2022-0143/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestSexual health is insufficiently addressed in health care and higher education, which can lead to lower quality of life and negative health outcomes. To improve the situation, it is necessary to address both the needs of patients and professionals and collaboratively engage in finding sustainable solutions. The purpose of this paper is to explore the feasibility and value of large-scale digital coproduction in higher education. A study of a project that developed seven interprofessional, digital master-level courses covering different topics related to sexual health. The project was performed through digital coproduction in higher education, with over 100 persons with various backgrounds working together online in designing content and novel digital learning activities. Large-scale digital coproduction in higher education is feasible and valuable, but the process demands sensitive leadership, understanding of coproduction processes and willingness to learn from each other. To meet the demands from practice it is important to understand the complexity, ever-changing and unpredictable working life changes which, in turn, demands engagement in continuous learning, training activities and the need for formal education. The study provides learning of the feasibility of the value of large-scale digital coproduction in higher education, which is a novel way of working in higher education.Learning from coproducing digital courses in sexual health in higher education in Norway
Kristina Areskoug Josefsson, Gerd Hilde Lunde
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

Sexual health is insufficiently addressed in health care and higher education, which can lead to lower quality of life and negative health outcomes. To improve the situation, it is necessary to address both the needs of patients and professionals and collaboratively engage in finding sustainable solutions. The purpose of this paper is to explore the feasibility and value of large-scale digital coproduction in higher education.

A study of a project that developed seven interprofessional, digital master-level courses covering different topics related to sexual health. The project was performed through digital coproduction in higher education, with over 100 persons with various backgrounds working together online in designing content and novel digital learning activities.

Large-scale digital coproduction in higher education is feasible and valuable, but the process demands sensitive leadership, understanding of coproduction processes and willingness to learn from each other. To meet the demands from practice it is important to understand the complexity, ever-changing and unpredictable working life changes which, in turn, demands engagement in continuous learning, training activities and the need for formal education.

The study provides learning of the feasibility of the value of large-scale digital coproduction in higher education, which is a novel way of working in higher education.

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Learning from coproducing digital courses in sexual health in higher education in Norway10.1108/TLO-11-2022-0143The Learning Organization2024-01-15© 2024 Emerald Publishing LimitedKristina Areskoug JosefssonGerd Hilde LundeThe Learning Organizationahead-of-printahead-of-print2024-01-1510.1108/TLO-11-2022-0143https://www.emerald.com/insight/content/doi/10.1108/TLO-11-2022-0143/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
The impact of leadership on the workplace learning of individuals and teams: a literature review and synthesishttps://www.emerald.com/insight/content/doi/10.1108/TLO-11-2022-0144/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to review literature on the relationship between leadership and workplace learning, to critically analyze and discuss findings and to suggest future research paths based on the synthesis. This study applied a refined literature review process leading to a selection of 40 articles, which originated from 14 internationally acclaimed journals. When explaining leadership influence regarding individual and team learning, the concepts of role modeling behavior, relational support and negotiation of meaning is significant. If leaders provide support, show exemplary behavior and negotiate individual arrangements with employees, workplace learning development is positively affected. Future studies should focus on empirical cases further illustrating how the leader–employee relationship is formed in practice, to further understand differences in leadership influence on employee workplace learning. The gathered knowledge implicates that carefully designed leadership training programs and personalized work arrangements between leader and employees are beneficial for leader’s ability to influence employee workplace learning. The reviewed studies were solely published in top management journals, which resulted in an original literature selection. This study also discusses implicit or articulated assumptions about the view of learning in the selected studies, offering additional understanding about the underlying learning views in leadership–workplace learning research.The impact of leadership on the workplace learning of individuals and teams: a literature review and synthesis
Fredrik Hillberg Jarl
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to review literature on the relationship between leadership and workplace learning, to critically analyze and discuss findings and to suggest future research paths based on the synthesis.

This study applied a refined literature review process leading to a selection of 40 articles, which originated from 14 internationally acclaimed journals.

When explaining leadership influence regarding individual and team learning, the concepts of role modeling behavior, relational support and negotiation of meaning is significant. If leaders provide support, show exemplary behavior and negotiate individual arrangements with employees, workplace learning development is positively affected.

Future studies should focus on empirical cases further illustrating how the leader–employee relationship is formed in practice, to further understand differences in leadership influence on employee workplace learning.

The gathered knowledge implicates that carefully designed leadership training programs and personalized work arrangements between leader and employees are beneficial for leader’s ability to influence employee workplace learning.

The reviewed studies were solely published in top management journals, which resulted in an original literature selection. This study also discusses implicit or articulated assumptions about the view of learning in the selected studies, offering additional understanding about the underlying learning views in leadership–workplace learning research.

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The impact of leadership on the workplace learning of individuals and teams: a literature review and synthesis10.1108/TLO-11-2022-0144The Learning Organization2024-01-19© 2024 Fredrik Hillberg Jarl.Fredrik Hillberg JarlThe Learning Organizationahead-of-printahead-of-print2024-01-1910.1108/TLO-11-2022-0144https://www.emerald.com/insight/content/doi/10.1108/TLO-11-2022-0144/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Fredrik Hillberg Jarl.http://creativecommons.org/licences/by/4.0/legalcode
Work-integrated learning in managers’ cooperative work practiceshttps://www.emerald.com/insight/content/doi/10.1108/TLO-12-2022-0157/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to focus on academic library managers’ learning practices in the context of cooperative work supported by computational artefacts. Academic library managers’ everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. Learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices. Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens. Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts’ use. The findings show that learning is embedded in managers’ cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts. The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers’ work-integrated learning in their everyday cooperative work practices supported by computational artefacts’ use. It also contributes to the intersection of CSCW and work-integrated learning.Work-integrated learning in managers’ cooperative work practices
Niki Chatzipanagiotou, Anita Mirijamdotter, Christina Mörtberg
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to focus on academic library managers’ learning practices in the context of cooperative work supported by computational artefacts. Academic library managers’ everyday work is mainly cooperative. Their cooperation is supported predominantly by computational artefacts. Learning how to use the computational artefacts efficiently and effectively involves understanding the changes in everyday work that affect managers and, therefore, it requires deep understanding of their cooperative work practices.

Focused ethnography was conducted through participant observations, interviews and document analysis. Ten managers from a university library in Sweden participated in the research. A thematic method was used to analyse the empirical material. Computer supported cooperative work (CSCW) and work-integrated learning was used as the conceptual lens.

Five learning practices were identified: collaboration, communication, coordination, decision-making processes and computational artefacts’ use. The findings show that learning is embedded in managers’ cooperative work practices, which do not necessarily include sufficient training time. Furthermore, learning was intertwined with cooperating and was situational. Managers learned by reflecting together on their own experiences and through joint cooperation and information sharing while using the computational artefacts.

The main contribution lies in providing insights into how academic library managers learn and cooperate in their everyday work, emphasizing the role of computational artefacts, the importance of the work context and the collective nature of learning. It also highlights the need for continual workplace learning in contemporary knowledge work environments. Thus, the research generates contributions to the informatics field by extending the understanding of managers’ work-integrated learning in their everyday cooperative work practices supported by computational artefacts’ use. It also contributes to the intersection of CSCW and work-integrated learning.

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Work-integrated learning in managers’ cooperative work practices10.1108/TLO-12-2022-0157The Learning Organization2024-03-14© 2024 Niki Chatzipanagiotou, Anita Mirijamdotter and Christina Mörtberg.Niki ChatzipanagiotouAnita MirijamdotterChristina MörtbergThe Learning Organizationahead-of-printahead-of-print2024-03-1410.1108/TLO-12-2022-0157https://www.emerald.com/insight/content/doi/10.1108/TLO-12-2022-0157/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Niki Chatzipanagiotou, Anita Mirijamdotter and Christina Mörtberg.http://creativecommons.org/licences/by/4.0/legalcode
Organizational learning starting points and presuppositions: a case study from a hospital’s surgical departmenthttps://www.emerald.com/insight/content/doi/10.1108/TLO-12-2022-0160/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to increase the understanding of the starting points and presuppositions of organizational learning (OL) processes in a hospital’s surgical department based on the existing theory of OL and to make visible the practical possibilities of the theory in this context. The study was conducted as a case study. The data were collected from personnel of the hospital’s surgical department and consisted of 26 thematic interviews. The data were analyzed using qualitative theory-driven content analysis. This study found different starting points for both employee-oriented and organization-oriented learning processes that could potentially progress to different levels of the organization: from individuals to a wider group or from a large group to an individual. The starting point of employee-oriented learning processes was depicted as everyday life problems or situations or was based on the person’s interest. The starting points of organization-oriented learning processes were described as achieving or maintaining the organization’s expected skill levels, pursuing continuous development or pursuing the organization’s specific development needs. Different kinds of presuppositions were also located within the OL processes. This study produced new practice-based knowledge about the starting points of OL processes and their presuppositions. In health-care organizations, learning is especially important due to intensive and complex changes, and this study provides empirical evidence on how to enhance learning.Organizational learning starting points and presuppositions: a case study from a hospital’s surgical department
Marianne Jaakkola, Soila Lemmetty, Kaija Collin, Minna Ylönen, Teuvo Antikainen
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to increase the understanding of the starting points and presuppositions of organizational learning (OL) processes in a hospital’s surgical department based on the existing theory of OL and to make visible the practical possibilities of the theory in this context.

The study was conducted as a case study. The data were collected from personnel of the hospital’s surgical department and consisted of 26 thematic interviews. The data were analyzed using qualitative theory-driven content analysis.

This study found different starting points for both employee-oriented and organization-oriented learning processes that could potentially progress to different levels of the organization: from individuals to a wider group or from a large group to an individual. The starting point of employee-oriented learning processes was depicted as everyday life problems or situations or was based on the person’s interest. The starting points of organization-oriented learning processes were described as achieving or maintaining the organization’s expected skill levels, pursuing continuous development or pursuing the organization’s specific development needs. Different kinds of presuppositions were also located within the OL processes.

This study produced new practice-based knowledge about the starting points of OL processes and their presuppositions. In health-care organizations, learning is especially important due to intensive and complex changes, and this study provides empirical evidence on how to enhance learning.

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Organizational learning starting points and presuppositions: a case study from a hospital’s surgical department10.1108/TLO-12-2022-0160The Learning Organization2024-02-05© 2024 Marianne Jaakkola, Soila Lemmetty, Kaija Collin, Minna Ylönen and Teuvo Antikainen.Marianne JaakkolaSoila LemmettyKaija CollinMinna YlönenTeuvo AntikainenThe Learning Organizationahead-of-printahead-of-print2024-02-0510.1108/TLO-12-2022-0160https://www.emerald.com/insight/content/doi/10.1108/TLO-12-2022-0160/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Marianne Jaakkola, Soila Lemmetty, Kaija Collin, Minna Ylönen and Teuvo Antikainen.http://creativecommons.org/licences/by/4.0/legalcode
Understanding talent management as a theory-driven field: a scoping reviewhttps://www.emerald.com/insight/content/doi/10.1108/TLO-12-2022-0161/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestEmphasizing the increasing role of talent management (TM) as a global phenomenon and a source of sustainable competitive advantage for organizations, this study aims to present a scoping review of empirical literature on TM, examining the transition of TM from a phenomenon-driven to a theory-driven field. Using a scoping review, this study analyzed 200 empirical studies published between 2010 and 2023 on TM. The results indicate that TM is extensively studied in nationally operated, large, private, engineering-led organizations in Anglo-Saxon countries. The study highlights the necessity for more empirical studies and statistically robust evidence to establish the effectiveness of TM. This review intends to provide a vision and direction for future researchers, guiding TM towards becoming a theory-driven field characterized by widely accepted theoretical frameworks and research designs. The findings of this study may not be generalizable to other types of organizations or cultural contexts, as it primarily focused on large private engineering-led organizations in Anglo-Saxon countries. This paper offers a comprehensive view of the definitions, contextualization, conceptualization, frameworks, practices, processes and under-explored areas of TM, which are essential for its development as a discipline.Understanding talent management as a theory-driven field: a scoping review
Kiran Marlapudi, Usha Lenka
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

Emphasizing the increasing role of talent management (TM) as a global phenomenon and a source of sustainable competitive advantage for organizations, this study aims to present a scoping review of empirical literature on TM, examining the transition of TM from a phenomenon-driven to a theory-driven field.

Using a scoping review, this study analyzed 200 empirical studies published between 2010 and 2023 on TM.

The results indicate that TM is extensively studied in nationally operated, large, private, engineering-led organizations in Anglo-Saxon countries. The study highlights the necessity for more empirical studies and statistically robust evidence to establish the effectiveness of TM.

This review intends to provide a vision and direction for future researchers, guiding TM towards becoming a theory-driven field characterized by widely accepted theoretical frameworks and research designs.

The findings of this study may not be generalizable to other types of organizations or cultural contexts, as it primarily focused on large private engineering-led organizations in Anglo-Saxon countries.

This paper offers a comprehensive view of the definitions, contextualization, conceptualization, frameworks, practices, processes and under-explored areas of TM, which are essential for its development as a discipline.

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Understanding talent management as a theory-driven field: a scoping review10.1108/TLO-12-2022-0161The Learning Organization2023-12-19© 2023 Emerald Publishing LimitedKiran MarlapudiUsha LenkaThe Learning Organizationahead-of-printahead-of-print2023-12-1910.1108/TLO-12-2022-0161https://www.emerald.com/insight/content/doi/10.1108/TLO-12-2022-0161/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Perception of employees towards learning in hybrid workplace: a study of university facultyhttps://www.emerald.com/insight/content/doi/10.1108/TLO-12-2022-0163/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestStudies have so far focused on learning in organizations, factors affecting learning, learning effectiveness and so on but the concept of learning in a hybrid work arrangement is yet unexplored. The purpose of this study is to measure the perception of faculty members in higher education institutions towards learning in a hybrid work arrangement and also to measure the differences of perception towards hybrid work arrangement based on employees’ gender and organization type. The data was collected from a sample of 390 faculty members composing of Assistant Professors, Associate Professors and Professors, purposely chosen from two of the premier higher education institutions (one private and one public) located in Punjab, India. A self-structured questionnaire was administered to the faculty members who are working on a regular basis and have minimum of two years of work experience with the chosen university. For analysing the collected data exploratory factor analysis and other descriptive statistics have been applied. The findings of the survey show that in terms of gender differences, it is the female employees who are more satisfied with different aspects of hybrid/remote work arrangement as compared to male employees. In regard to organizational differences in the perception towards learning in a hybrid work arrangement it is found that public university employees have a more positive attitude so far as individual factors are concerned, but in terms of organizational factors, it is the private university that is scoring better than the public university. The study is limited to only two higher education institutions, and its findings to be applicable in all higher education institutions, further studies may be required on a larger canvas. Future studies may be undertaken using advanced statistical tools like structural equation modelling to explore various variables associated with learning in a hybrid work arrangement. Applicability of hybrid work arrangement is very high in higher education institutions and to the best of the authors’ knowledge, this is the first study which adds to the literature on perception of employees towards organizational learning in a hybrid work arrangement.Perception of employees towards learning in hybrid workplace: a study of university faculty
Ayesha Khatun, Vishal Singh, Akashdeep Joshi
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

Studies have so far focused on learning in organizations, factors affecting learning, learning effectiveness and so on but the concept of learning in a hybrid work arrangement is yet unexplored. The purpose of this study is to measure the perception of faculty members in higher education institutions towards learning in a hybrid work arrangement and also to measure the differences of perception towards hybrid work arrangement based on employees’ gender and organization type.

The data was collected from a sample of 390 faculty members composing of Assistant Professors, Associate Professors and Professors, purposely chosen from two of the premier higher education institutions (one private and one public) located in Punjab, India. A self-structured questionnaire was administered to the faculty members who are working on a regular basis and have minimum of two years of work experience with the chosen university. For analysing the collected data exploratory factor analysis and other descriptive statistics have been applied.

The findings of the survey show that in terms of gender differences, it is the female employees who are more satisfied with different aspects of hybrid/remote work arrangement as compared to male employees. In regard to organizational differences in the perception towards learning in a hybrid work arrangement it is found that public university employees have a more positive attitude so far as individual factors are concerned, but in terms of organizational factors, it is the private university that is scoring better than the public university.

The study is limited to only two higher education institutions, and its findings to be applicable in all higher education institutions, further studies may be required on a larger canvas. Future studies may be undertaken using advanced statistical tools like structural equation modelling to explore various variables associated with learning in a hybrid work arrangement.

Applicability of hybrid work arrangement is very high in higher education institutions and to the best of the authors’ knowledge, this is the first study which adds to the literature on perception of employees towards organizational learning in a hybrid work arrangement.

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Perception of employees towards learning in hybrid workplace: a study of university faculty10.1108/TLO-12-2022-0163The Learning Organization2024-03-20© 2024 Emerald Publishing LimitedAyesha KhatunVishal SinghAkashdeep JoshiThe Learning Organizationahead-of-printahead-of-print2024-03-2010.1108/TLO-12-2022-0163https://www.emerald.com/insight/content/doi/10.1108/TLO-12-2022-0163/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Talent development practices and processes in learning organisations: evidence from South African higher education institutionshttps://www.emerald.com/insight/content/doi/10.1108/TLO-12-2022-0164/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper was to identify talent development practices and processes that enhance professional and career growth of employees in South African higher education institutions (HEIs). A quantitative study was carried out to investigate the subject matter. A structured questionnaire was used to collect the data from 265 academics in three South African HEIs. The Statistical Package for the Social Sciences, version 27.0, was used to analyse the data. Cronbach’s alpha coefficient and factor analysis were used to test the reliability and validity of the measuring instrument. Pearson’s correlations and regression analysis were used to interpret the relationship between the independent and dependent variables. The results of the Pearson correlation test established a strong positive influence of training development, coaching and mentoring and career development on talent development. On the other hand, linear regression results indicated that training and development, coaching and mentoring and career development made a strong contribution to the model. The scope of the study only applied to South African HEIs, making the generalisation of the findings to be limited because of the differences in an organisational context. Hence, future research should focus on different industries. The study contributes to understanding how talent development can be leveraged to assist academics in HEIs to improve their professional and career goals. The findings suggest that HEIs must invest in talent development to help academics acquire the skills, knowledge and competencies required to perform their tasks. This paper sheds more light on talent development practices and processes that enhance academic skills, knowledge and competencies in HEIs. Moreover, the study expands on the findings of prior studies concerning talent development in learning organisations.Talent development practices and processes in learning organisations: evidence from South African higher education institutions
Lawrence Abiwu, Isabel Martins
The Learning Organization, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this paper was to identify talent development practices and processes that enhance professional and career growth of employees in South African higher education institutions (HEIs).

A quantitative study was carried out to investigate the subject matter. A structured questionnaire was used to collect the data from 265 academics in three South African HEIs. The Statistical Package for the Social Sciences, version 27.0, was used to analyse the data. Cronbach’s alpha coefficient and factor analysis were used to test the reliability and validity of the measuring instrument. Pearson’s correlations and regression analysis were used to interpret the relationship between the independent and dependent variables.

The results of the Pearson correlation test established a strong positive influence of training development, coaching and mentoring and career development on talent development. On the other hand, linear regression results indicated that training and development, coaching and mentoring and career development made a strong contribution to the model.

The scope of the study only applied to South African HEIs, making the generalisation of the findings to be limited because of the differences in an organisational context. Hence, future research should focus on different industries.

The study contributes to understanding how talent development can be leveraged to assist academics in HEIs to improve their professional and career goals. The findings suggest that HEIs must invest in talent development to help academics acquire the skills, knowledge and competencies required to perform their tasks.

This paper sheds more light on talent development practices and processes that enhance academic skills, knowledge and competencies in HEIs. Moreover, the study expands on the findings of prior studies concerning talent development in learning organisations.

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Talent development practices and processes in learning organisations: evidence from South African higher education institutions10.1108/TLO-12-2022-0164The Learning Organization2023-07-21© 2023 Emerald Publishing LimitedLawrence AbiwuIsabel MartinsThe Learning Organizationahead-of-printahead-of-print2023-07-2110.1108/TLO-12-2022-0164https://www.emerald.com/insight/content/doi/10.1108/TLO-12-2022-0164/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited