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organizational learning and development</title> <meta name="description" content="Search results for: organizational learning and development"> <meta name="keywords" content="organizational learning and development"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open 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style="font-size:1.6rem;">Search results for: organizational learning and development</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22291</span> Organizational Learning Strategies for Building Organizational Resilience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephanie%20K.%20Douglas">Stephanie K. Douglas</a>, <a href="https://publications.waset.org/abstracts/search?q=Gordon%20R.%20Haley"> Gordon R. Haley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Organizations face increasing disruptions, changes, and uncertainties through the rapid shifts in the economy and business environment. A capacity for resilience is necessary for organizations to survive and thrive in such adverse conditions. Learning is an essential component of an organization's capability for building resilience. Strategic human resource management is a principal component of learning and organizational resilience. To achieve organizational resilience, human resource management strategies must support individual knowledge, skills, and ability development through organizational learning. This study aimed to contribute to the comprehensive knowledge of the relationship between strategic human resource management and organizational learning to build organizational resilience. The organizational learning dimensions of knowledge acquisition, knowledge distribution, knowledge interpretation, and organizational memory can be fostered through human resource management strategies and then aggregated to the organizational level to build resilience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20resource%20development" title="human resource development">human resource development</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resource%20management" title=" human resource management"> human resource management</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning" title=" organizational learning"> organizational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20resilience" title=" organizational resilience"> organizational resilience</a> </p> <a href="https://publications.waset.org/abstracts/155369/organizational-learning-strategies-for-building-organizational-resilience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155369.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22290</span> Enhancing Organizational Performance through Adaptive Learning: A Case Study of ASML</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramin%20Shadani">Ramin Shadani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study introduces adaptive performance as a key organizational performance dimension and explores the relationship between the dimensions of a learning organization and adaptive performance. A survey was therefore conducted using the dimensions of the Learning Organization Questionnaire (DLOQ), followed by factor analysis and structural equation modeling in order to investigate the dynamics between learning organization practices and adaptive performance. Results confirm that adaptive performance is indeed one important dimension of organizational performance. The study also shows that perceived knowledge and adaptive performance mediate the positive relationship between the practices of a learning organization with perceived financial performance. We extend existing DLOQ research by demonstrating that adaptive performance, as a nonfinancial organizational learning outcome, has a significant impact on financial performance. Our study also provides additional validation of the measures of DLOQ's performance. Indeed, organizations need to take a glance at how the activities of learning and development can provide better overall improvement in performance, especially in enhancing adaptive capability. The study has provided requisite empirical support that activities of learning and development within organizations allow much-improved intangible performance outcomes, especially through adaptive performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20performance" title="adaptive performance">adaptive performance</a>, <a href="https://publications.waset.org/abstracts/search?q=continuous%20learning" title=" continuous learning"> continuous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20performance" title=" financial performance"> financial performance</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20style" title=" leadership style"> leadership style</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning" title=" organizational learning"> organizational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20performance" title=" organizational performance"> organizational performance</a> </p> <a href="https://publications.waset.org/abstracts/191916/enhancing-organizational-performance-through-adaptive-learning-a-case-study-of-asml" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191916.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">27</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22289</span> The Link Between Knowledge Management, Organizational Learning and Collective Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amira%20Khelil">Amira Khelil</a>, <a href="https://publications.waset.org/abstracts/search?q=Habib%20Affes"> Habib Affes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The XXIst century is characterized by promoting teamwork as one of the main drivers of firms` performance. Collective competence is becoming crucial in developing and maintaining a firm’s competitive advantage, as well as its contributions to organizational innovation. In other words, the improvement of collective competence for a firm is no longer a choice, but rather an obligation. Learning capabilities of a firm in the context of knowledge management are assumed to be the main drivers of collective competence. Although there are some efforts to consider these concepts together; they are mostly discussed separately in the management theory. Thus, this paper aims to offer a holistic approach for development collective competence on the basis of Knowledge Management and Organizational Learning Capabilities. A theoretical model that defines a relationship between knowledge management, organizational learning and collective competence is presented at the end of this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collective%20competence" title="collective competence">collective competence</a>, <a href="https://publications.waset.org/abstracts/search?q=exploitation%20learning" title=" exploitation learning"> exploitation learning</a>, <a href="https://publications.waset.org/abstracts/search?q=exploration%20learning" title=" exploration learning"> exploration learning</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning%20capabilities" title=" organizational learning capabilities"> organizational learning capabilities</a> </p> <a href="https://publications.waset.org/abstracts/19352/the-link-between-knowledge-management-organizational-learning-and-collective-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19352.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">507</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22288</span> The Liability of Renewal: The Impact of Changes in Organizational Capability, Performance, Legitimacy and Pressure for Change </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alshehri%20Sultan">Alshehri Sultan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Organizational change has remained an important subject for many researchers in the field of organizations theory. We propose the importance of organizational liability of renewal through a model that examines how an organization can overcome potential rigidities in organizational capabilities from learning by changing capabilities. We examine whether an established organization can overcome liability of renewal by changes in organizational capabilities and how the organizational renewal process reflect on the balance between the dynamic aspect of organizational learning as demonstrated by changes in capabilities and the stabilizing aspects of organizational inertia. We found both positive relationship between organizational learning and performance, and between legitimacy and performance. Performance and legitimacy have, however, a negative relationship on the pressure for change. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organizational%20capabilities" title="organizational capabilities">organizational capabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20liability" title=" organizational liability"> organizational liability</a>, <a href="https://publications.waset.org/abstracts/search?q=liability%20of%20renewal" title=" liability of renewal"> liability of renewal</a>, <a href="https://publications.waset.org/abstracts/search?q=pressure%20for%20change" title=" pressure for change"> pressure for change</a> </p> <a href="https://publications.waset.org/abstracts/20295/the-liability-of-renewal-the-impact-of-changes-in-organizational-capability-performance-legitimacy-and-pressure-for-change" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20295.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">526</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22287</span> The Roles of Organizational Culture, Participative Leadership, Employee Satisfaction and Work Motivation Towards Organizational Capabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inezia%20Aurelia">Inezia Aurelia</a>, <a href="https://publications.waset.org/abstracts/search?q=Soebowo%20Musa"> Soebowo Musa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many firms still fail to develop organizational agility. There are more than 40% of organizations think that they are low/not agile in facing market change. Organizational culture plays an important role in developing the organizations to be adaptive in order to manage the VUCA effectively. This study examines the relationships of organizational culture towards participative leadership, employee satisfaction, employee work motivation, organizational learning, and absorptive capacity in developing organizational agility in managing the VUCA environment. 263 employees located from international chemical-based company offices across the globe who have worked for more than three years were the respondents in this study. This study showed that organizational clan culture promotes the development of participative leadership, which it has an empowering effect on people in the organization resulting in employee satisfaction. The study also confirms the role of organizational culture in creating organizational behavior within the organization that fosters organizational learning, absorptive capacity, and organizational agility, while the study also found that the relationship between participative leadership and employee work motivation is not significant. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=absorptive%20capacity" title="absorptive capacity">absorptive capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20satisfaction" title=" employee satisfaction"> employee satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20work%20motivation" title=" employee work motivation"> employee work motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20agility" title=" organizational agility"> organizational agility</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20culture" title=" organizational culture"> organizational culture</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning" title=" organizational learning"> organizational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=participative%20leadership" title=" participative leadership"> participative leadership</a> </p> <a href="https://publications.waset.org/abstracts/147908/the-roles-of-organizational-culture-participative-leadership-employee-satisfaction-and-work-motivation-towards-organizational-capabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147908.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22286</span> A Global Organizational Theory for the 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Troy%20A.%20Tyre">Troy A. Tyre</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Organizational behavior and organizational change are elements of the ever-changing global business environment. Leadership and organizational behavior are 21st century disciplines. Network marketing organizations need to understand the ever-changing nature of global business and be ready and willing to adapt to the environment. Network marketing organizations have a challenge keeping up with a rapid escalation in global growth. Network marketing growth has been steady and global. Network marketing organizations have been slow to develop a 21st century global strategy to manage the rapid escalation of growth degrading organizational behavior, job satisfaction, increasing attrition, and degrading customer service. Development of an organizational behavior and leadership theory for the 21st century to help network marketing develops a global business strategy to manage the rapid escalation in growth that affects organizational behavior. Managing growth means organizational leadership must develop and adapt to the organizational environment. Growth comes with an open mind and one’s departure from the comfort zone. Leadership growth operates in the tacit dimension. Systems thinking and adaptation of mental models can help shift organizational behavior. Shifting the organizational behavior requires organizational learning. Organizational learning occurs through single-loop, double-loop, and triple-loop learning. Triple-loop learning is the most difficult, but the most rewarding. Tools such as theory U can aid in developing a landscape for organizational behavioral development. Additionally, awareness to espoused and portrayed actions is imperatives. Theories of motivation, cross-cultural diversity, and communications are instrumental in founding an organizational behavior suited for the 21st century. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global" title="global">global</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20marketing" title=" network marketing"> network marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20behavior" title=" organizational behavior"> organizational behavior</a> </p> <a href="https://publications.waset.org/abstracts/23480/a-global-organizational-theory-for-the-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23480.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">553</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22285</span> The Relationship between Organization Culture and Organization Learning in Three Different Types of Companies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Timar">Mahmoud Timar</a>, <a href="https://publications.waset.org/abstracts/search?q=Javad%20Joukar%20Borazjani"> Javad Joukar Borazjani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A dynamic organization helps the management to overcome both internal and external uncertainties and complexities of the organization with more confidence and efficiency. Regarding this issue, in this paper, the influence of organizational culture factors over organizational learning components, which both of them are considered as important characteristics of a dynamic organization, has been studied in three subsidiary companies (production, consultation and service) of National Iranian Oil Company, and moreover we also tried to identify the most dominant culture in these three subsidiaries. Analysis of 840 received questionnaires by SPSS shows that there is a significant relationship between the components of organizational culture and organizational learning; however the rate of relationship between these two factors was different among the examined companies. By the use of Regression, it has been clarified that in the servicing company the highest relationship is between mission and learning environment, while in production division, there is a significant relationship between adaptability and learning needs satisfaction and however in consulting company the highest relationship is between involvement and applying learning in workplace. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=denison%20model" title="denison model">denison model</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=leaning" title=" leaning"> leaning</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20culture" title=" organizational culture"> organizational culture</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning" title=" organizational learning"> organizational learning</a> </p> <a href="https://publications.waset.org/abstracts/34142/the-relationship-between-organization-culture-and-organization-learning-in-three-different-types-of-companies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34142.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22284</span> A Curricular Approach to Organizational Mentoring Programs: The Integrated Mentoring Curriculum Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Webb">Christopher Webb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work presents a new model of mentoring in an organizational environment and has important implications for both practice and research, the model frames the organizational environment as organizational curriculum, which includes the elements that affect learning within the organization. This includes the organizational structure and culture, roles within the organization, and accessibility of knowledge. The program curriculum includes the elements of the mentoring program, including materials, training, and scheduled events for the program participants. The term dyadic curriculum is coined in this work. The dyadic curriculum describes the participation, behavior, and identities of the pairs participating in mentorships. This also includes the identity work of the participants and their views of each other. Much of this curriculum is unprescribed and is unique within each dyad. It describes how participants mediate the elements of organizational and program curricula. These three curricula interact and affect each other in predictable ways. A detailed example of a mentoring program framed in this model is provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning%20and%20development" title=" organizational learning and development"> organizational learning and development</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a> </p> <a href="https://publications.waset.org/abstracts/138124/a-curricular-approach-to-organizational-mentoring-programs-the-integrated-mentoring-curriculum-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138124.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22283</span> Organizational Learning, Job Satisfaction and Work Performance among Nurses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rafia%20Rafique">Rafia Rafique</a>, <a href="https://publications.waset.org/abstracts/search?q=Arifa%20Khadim"> Arifa Khadim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigates the moderating role of job satisfaction between organizational learning and work performance among nurses. Correlation research design was used. Non-probability purposive sampling technique was utilized to recruit a sample of 110 nurses from public hospitals situated in the city of Lahore. The construct of organizational learning was measured using subscale of Integrated Scale for Measuring Organizational Learning. Job satisfaction was measured with the help of Job Satisfaction Survey. Performance of employees (task performance, contextual performance and counterproductive work behavior) was assessed by Individual Work Performance Questionnaire. Job satisfaction negatively moderates the relationship between organizational learning and counterproductive work behavior. Education has a significant positive relationship with organizational learning. Age, current hospital experience, marital satisfaction and salary of the nurses have positive relationship while number of children has significant negative relationship with counterproductive work behavior. These outcomes can be insightful in understanding the dynamics involved in work performance. Based on the result of this study relevant solutions can be proposed to improve the work performance of nurses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counterproductive%20work%20behavior" title="counterproductive work behavior">counterproductive work behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning" title=" organizational learning"> organizational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20performance" title=" work performance"> work performance</a> </p> <a href="https://publications.waset.org/abstracts/71137/organizational-learning-job-satisfaction-and-work-performance-among-nurses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71137.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22282</span> Effect of Leadership Style on Organizational Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khadija%20Mushtaq">Khadija Mushtaq</a>, <a href="https://publications.waset.org/abstracts/search?q=Mian%20Saqib%20Mehmood"> Mian Saqib Mehmood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper attempts to determine the impact of leadership style and learning orientation on organizational performance in Pakistan. A sample of 158 middle managers selected from sports and surgical factories from Sialkot. The empirical estimation is based on a multiple linear regression analysis of the relationship between leadership style, learning orientation and organizational performance. Leadership style is measure through transformational leadership and transactional leadership. The transformational leadership has insignificant impact on organizational performance. The transactional leadership has positive and significant relation with organizational performance. Learning orientation also has positive and significant relation with organizational performance. Linear regression used to estimate the relation between dependent and independent variables. This study suggests top manger should prefer continuous process for improvement for any change in system rather radical change. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership" title="transformational leadership">transformational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=transactional%20leadership" title=" transactional leadership"> transactional leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20orientation" title=" learning orientation"> learning orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20performance" title=" organizational performance"> organizational performance</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/33257/effect-of-leadership-style-on-organizational-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33257.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">404</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22281</span> Developing Learning in Organizations with Innovation Pedagogy Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Konst">T. Konst</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most jobs include training and communication tasks, but often the people in these jobs lack pedagogical competences to plan, implement and assess learning. This paper aims to discuss how a learning approach called innovation pedagogy developed in higher education can be utilized for learning development in various organizations. The methods presented how to implement innovation pedagogy such as process consultation and train the trainer model can provide added value to develop pedagogical knowhow in organizations and thus support their internal learning and development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovation%20pedagogy" title="innovation pedagogy">innovation pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20development" title=" organizational development"> organizational development</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20consultation" title=" process consultation"> process consultation</a> </p> <a href="https://publications.waset.org/abstracts/67082/developing-learning-in-organizations-with-innovation-pedagogy-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22280</span> Workplace Development Programmes for Small and Medium-Sized Enterprises in Europe and Singapore: A Conceptual Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhan%20Jie%20How">Zhan Jie How</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the heightened awareness of workplace learning and its impact on improving organizational performance and developing employee competence, governments and corporations around the world are forced to intensify their cooperation to establish national workplace development programmes to guide these corporations in fostering engaging and collaborative workplace learning cultures. This conceptual paper aims to conduct a comparative study of existing workplace development programmes for small and medium-sized enterprises (SMEs) in Europe and Singapore, focusing primarily on the Swedish Production Leap, Finnish TEKES Liideri Programme, and Singapore SkillsFuture SME Mentors Programme. The study carries out a systematic review of the three workplace development programmes to examine the roles of external mentors or coaches in influencing the design and implementation of workplace learning strategies and practices in SMEs. Organizational, personal and external factors that promote or inhibit effective workplace mentorship are also scrutinized, culminating in a critical comparison and evaluation of the strengths and weaknesses of the aforementioned programmes. Based on the findings from the review and analyses, a heuristic conceptual framework is developed to illustrate the complex interrelationships among external workplace development programmes, internal learning and development initiatives instituted by the organization’s higher management, and employees' continuous learning activities at the workplace. The framework also includes a set of guiding principles that can be used as the basis for internal mediation between the competing perspectives of mentors and mentees (employers and employees of the organization) regarding workplace learning conditions, practices and their intended impact on the organization. The conceptual study provides a theoretical blueprint for future empirical research on organizational workplace learning and the impact of government-initiated workplace development programmes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employee%20competence" title="employee competence">employee competence</a>, <a href="https://publications.waset.org/abstracts/search?q=mentorship" title=" mentorship"> mentorship</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20performance" title=" organizational performance"> organizational performance</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20development%20programme" title=" workplace development programme"> workplace development programme</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20learning%20culture" title=" workplace learning culture"> workplace learning culture</a> </p> <a href="https://publications.waset.org/abstracts/90696/workplace-development-programmes-for-small-and-medium-sized-enterprises-in-europe-and-singapore-a-conceptual-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90696.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22279</span> Socio-Cultural Factors to Support Knowledge Management and Organizational Innovation: A Study of Small and Medium-Sized Enterprises in Latvia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madara%20Apsalone">Madara Apsalone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge management and innovation is key to competitive advantage and sustainable business development in advanced economies. Small and medium-sized enterprises (SMEs) have lower capacity and more constrained resources for long-term and high-uncertainty research and development investments. At the same time, SMEs can implement organizational innovation to improve their performance and further foster other types of innovation. The purpose of this study is to analyze, how socio-cultural factors such as shared values, organizational behaviors, work organization and decision making processes can influence knowledge management and help to develop organizational innovation via an empirical study. Surveying 600 SMEs in Latvia, the author explores the contribution of different socio-cultural factors to organizational innovation and the role of knowledge management and organizational learning in this process. A conceptual model, explaining the impact of organizational team, development, result-orientation and structure is created. The study also proposes insights that contribute to theoretical and practical discussions on fostering innovation of small businesses in small economies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title="knowledge management">knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20innovation" title=" organizational innovation"> organizational innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20and%20medium-sized%20enterprises" title=" small and medium-sized enterprises"> small and medium-sized enterprises</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural%20factors" title=" socio-cultural factors"> socio-cultural factors</a> </p> <a href="https://publications.waset.org/abstracts/73704/socio-cultural-factors-to-support-knowledge-management-and-organizational-innovation-a-study-of-small-and-medium-sized-enterprises-in-latvia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73704.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22278</span> Organizational Innovations of the 20th Century as High Tech of the 21st: Evidence from Patent Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valery%20Yakubovich">Valery Yakubovich</a>, <a href="https://publications.waset.org/abstracts/search?q=Shuping%20wu"> Shuping wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Organization theorists have long claimed that organizational innovations are nontechnological, in part because they are unpatentable. The claim rests on the assumption that organizational innovations are abstract ideas embodied in persons and contexts rather than in context-free practical tools. However, over the last three decades, organizational knowledge has been increasingly embodied in digital tools which, in principle, can be patented. To provide the first empirical evidence regarding the patentability of organizational innovations, we trained two machine learning algorithms to identify a population of 205,434 patent applications for organizational technologies (OrgTech) and, among them, 141,285 applications that use organizational innovations accumulated over the 20th century. Our event history analysis of the probability of patenting an OrgTech invention shows that ideas from organizational innovations decrease the probability of patent allowance unless they describe a practical tool. We conclude that the present-day digital transformation places organizational innovations in the realm of high tech and turns the debate about organizational technologies into the challenge of designing practical organizational tools that embody big ideas about organizing. We outline an agenda for patent-based research on OrgTech as an emerging phenomenon. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organizational%20innovation" title="organizational innovation">organizational innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20technology" title=" organizational technology"> organizational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20tech" title=" high tech"> high tech</a>, <a href="https://publications.waset.org/abstracts/search?q=patents" title=" patents"> patents</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/150526/organizational-innovations-of-the-20th-century-as-high-tech-of-the-21st-evidence-from-patent-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150526.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22277</span> Human Performance Technology (HPT) as an Entry Point to Achieve Organizational Development in Educational Institutions of the Ministry of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alkhathlan%20Mansour">Alkhathlan Mansour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Current research aims at achieving the organizational development in the educational institutions in the governorate of Al-Kharj through the human performance technology (HPT) model that is named; “The Intellectual Model to improve human performance”. To achieve the goal of this research, it tools -that it is consisting of targeted questionnaires to research sample numbered (120)- have been set up. This sample is represented in; department managers in Prince Sattam Bin Abdulaziz University (50), educational supervisors in the Department of Education (40), school administrators in the governorate (30), and the views of education experts through personal interviews in the proposal to achieve organizational development through the intellectual model to improve human performance. Among the most important research results is that there are many obstacles prevent the organizational development in the educational institutions, so the research suggested a model to achieve organizational development through human performance technologies, as well as the researcher recommended through the results of his research that the administrators have to take into account the justice in the distribution of incentives to employees of educational institutions and training leaders in educational institutions on organizational development strategies and working on the preparation of experts of organizational development in the educational institutions to develop the necessary policies and procedures of each institution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20performance" title="human performance">human performance</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational" title=" organizational "> organizational </a> </p> <a href="https://publications.waset.org/abstracts/60792/human-performance-technology-hpt-as-an-entry-point-to-achieve-organizational-development-in-educational-institutions-of-the-ministry-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60792.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22276</span> Implementation of the Quality Management System and Development of Organizational Learning: Case of Three Small and Medium-Sized Enterprises in Morocco</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelghani%20Boudiaf">Abdelghani Boudiaf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The profusion of studies relating to the concept of organizational learning shows the importance that has been given to this concept in the management sciences. A few years ago, companies leaned towards ISO 9001 certification; this requires the implementation of the quality management system (QMS). In order for this objective to be achieved, companies must have a set of skills, which pushes them to develop learning through continuous training. The results of empirical research have shown that implementation of the QMS in the company promotes the development of learning. It should also be noted that several types of learning are developed in this sense. Given the nature of skills development is normative in the context of the quality demarche, companies are obliged to qualify and improve the skills of their human resources. Continuous training is the keystone to develop the necessary learning. To carry out continuous training, companies need to be able to identify their real needs by developing training plans based on well-defined engineering. The training process goes obviously through several stages. Initially, training has a general aspect, that is to say, it focuses on topics and actions of a general nature. Subsequently, this is done in a more targeted and more precise way to accompany the evolution of the QMS and also to make the changes decided each time (change of working method, change of practices, change of objectives, change of mentality, etc.). To answer our problematic we opted for the method of qualitative research. It should be noted that the case study method crosses several data collection techniques to explain and understand a phenomenon. Three cases of companies were studied as part of this research work using different data collection techniques related to this method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=changing%20mentalities" title="changing mentalities">changing mentalities</a>, <a href="https://publications.waset.org/abstracts/search?q=continuing%20training" title=" continuing training"> continuing training</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning" title=" organizational learning"> organizational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20management%20system" title=" quality management system"> quality management system</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20development" title=" skills development"> skills development</a> </p> <a href="https://publications.waset.org/abstracts/118631/implementation-of-the-quality-management-system-and-development-of-organizational-learning-case-of-three-small-and-medium-sized-enterprises-in-morocco" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118631.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22275</span> Information Technology Outsourcing and Knowledge Transfer: Achieving Strategic Alignment through Organizational Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Kolotylo">M. Kolotylo</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Zheng"> H. Zheng</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Parente"> R. Parente</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Dahiya"> R. Dahiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Large number of organizations, frequently motivated by budget and cost cuts, outsource their Information Technology (IT) positions every year. Although the objective of reduction in financial obligations is often not accomplished, many buyer companies still manage to benefit from outsourcing projects. Knowledge Transfer (KT), being one of the major processes that take place during IT outsourcing partnership, may exert a strong impact on the performance of the parties involved, particularly that of the buyer. Research, however, lacks strong conceptual basis for the possible benefits that KT from supplier may bring to the buyer; and for the mechanisms that may be adopted by the buyer to maximize such benefit. This paper aims to fill this gap by proposing a conceptual framework of organizational learning and development of dynamic capabilities enabled by KT from the supplier to the buyer. The study examines buyer-supplier relationships in the context of IT outsourcing transactions, and theorizes how KT from the supplier to the buyer helps the performance of the buyer. It warrants that more research is carried out in order to explicate and provide evidence regarding the role that KT plays in strategic improvements for the buyer. The paper proposes to take up a two-fold approach to the research: conceptual development that utilizes logical argumentation and interpretive historical research, as well as a qualitative case study which aims to capture and understand the complex processes involved. Thus, the study provides a comprehensive visualization of the dynamics of the conditions under which participation in IT outsourcing partnership might be of benefit to the buyer company. The framework demonstrates the mechanisms involved in buyer’s achievement of strategic alignment through organizational learning enabled by KT from the supplier. It highlights that organizational learning involves a balance between exploitation of assets and exploration of new possibilities, and further notes that the dynamic capabilities mediate the effect of organizational learning on firm performance. The paper explicates in what ways managers can leverage outsourcing projects to execute strategy, which would enable their organization achieve better performance. The study concludes that organizational learning enables the firm to develop IT capabilities of strategic planning, IT integration, and IT relationships in the outsourcing context, and that IT capabilities developed through the organizational learning would help the firm in achieving strategic alignment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dynamic%20capabilities" title="dynamic capabilities">dynamic capabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=it%20outsourcing" title=" it outsourcing"> it outsourcing</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20transfer" title=" knowledge transfer"> knowledge transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning" title=" organizational learning"> organizational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20alignment" title=" strategic alignment"> strategic alignment</a> </p> <a href="https://publications.waset.org/abstracts/61203/information-technology-outsourcing-and-knowledge-transfer-achieving-strategic-alignment-through-organizational-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61203.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">439</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22274</span> Investigation of Relationship between Organizational Climate and Organizational Citizenship Behaviour: A Research in Health Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Serdar%20%C3%96ge">Serdar Öge</a>, <a href="https://publications.waset.org/abstracts/search?q=Pinar%20Ert%C3%BCrk"> Pinar Ertürk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of this research is to describe the relationship between organizational climate and organizational citizenship behavior. In order to examine this relationship, a research is intended to be carried out in relevant institutions and organizations operating in the health sector in Turkey. It will be found whether there is a statistically significant relationship between organizational climate and organizational citizenship behavior through elated scientific research methods and statistical analysis. In addition, elationships between the dimensions of organizational climate and organizational citizenship behavior subscales will be questioned statistically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organizational%20climate" title="organizational climate">organizational climate</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20citizenship" title=" organizational citizenship"> organizational citizenship</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20citizenship%20behavior" title=" organizational citizenship behavior"> organizational citizenship behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=climate" title=" climate"> climate</a> </p> <a href="https://publications.waset.org/abstracts/36006/investigation-of-relationship-between-organizational-climate-and-organizational-citizenship-behaviour-a-research-in-health-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">379</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22273</span> Growing Pains and Organizational Development in Growing Enterprises: Conceptual Model and Its Empirical Examination</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maciej%20Czarnecki">Maciej Czarnecki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Even though growth is one of the most important strategic objectives for many enterprises, we know relatively little about this phenomenon. This research contributes to broaden our knowledge of managerial consequences of growth. Scales for measuring organizational development and growing pains were developed. Conceptual model of connections among growth, organizational development, growing pains, selected development factors and financial performance were examined. The research process contained literature review, 20 interviews with managers, examination of 12 raters’ opinions, pilot research and 7 point Likert scale questionnaire research on 138 Polish enterprises employing 50-249 people which increased their employment at least by 50% within last three years. Factor analysis, Pearson product-moment correlation coefficient, student’s t-test and chi-squared test were used to develop scales. High Cronbach’s alpha coefficients were obtained. The verification of correlations among the constructs was carried out with factor correlations, multiple regressions and path analysis. When the enterprise grows, it is necessary to implement changes in its structure, management practices etc. (organizational development) to meet challenges of growing complexity. In this paper, organizational development was defined as internal changes aiming to improve the quality of existing or to introduce new elements in the areas of processes, organizational structure and culture, operational and management systems. Thus; H1: Growth has positive effects on organizational development. The main thesis of the research is that if organizational development does not catch up　with growing complexity of growing enterprise, growing pains will arise (lower work comfort, conflicts, lack of control etc.). They will exert a negative influence on the financial performance and may result in serious organizational crisis or even bankruptcy. Thus; H2: Growth has positive effects on growing pains, H3: Organizational development has negative effects on growing pains, H4: Growing pains have negative effects on financial performance, H5: Organizational development has positive effects on financial performance. Scholars considered long lists of factors having potential influence on organizational development. The development of comprehensive model taking into account all possible variables may be beyond the capacity of any researcher or even statistical software used. After literature review, it was decided to increase the level of abstraction and to include following constructs in the conceptual model: organizational learning (OL), positive organization (PO) and high performance factors (HPF). H1a/b/c: OL/PO/HPF has positive effect on organizational development, H2a/b/c: OL/PO/HPF has negative effect on growing pains. The results of hypothesis testing: H1: partly supported, H1a/b/c: supported/not supported/supported, H2: not supported, H2a/b/c: not supported/partly supported/not supported, H3: supported, H4: partly supported, H5: supported. The research seems to be of a great value for both scholars and practitioners. It proved that OL and HPO matter for organizational development. Scales for measuring organizational development and growing pains were developed. Its main finding, though, is that organizational development is a good way of improving financial performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organizational%20development" title="organizational development">organizational development</a>, <a href="https://publications.waset.org/abstracts/search?q=growth" title=" growth"> growth</a>, <a href="https://publications.waset.org/abstracts/search?q=growing%20pains" title=" growing pains"> growing pains</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20performance" title=" financial performance"> financial performance</a> </p> <a href="https://publications.waset.org/abstracts/30510/growing-pains-and-organizational-development-in-growing-enterprises-conceptual-model-and-its-empirical-examination" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30510.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">219</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22272</span> E-Learning in Life-Long Learning: Best Practices from the University of the Aegean</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chryssi%20Vitsilaki">Chryssi Vitsilaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Apostolos%20Kostas"> Apostolos Kostas</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilias%20Efthymiou"> Ilias Efthymiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents selected best practices on online learning and teaching derived from a novel and innovating Lifelong Learning program through e-Learning, which has during the last five years been set up at the University of the Aegean in Greece. The university, capitalizing on an award-winning, decade-long experience in e-learning and blended learning in undergraduate and postgraduate studies, recently expanded into continuous education and vocational training programs in various cutting-edge fields. So, in this article we present: (a) the academic structure/infrastructure which has been developed for the administrative, organizational and educational support of the e-Learning process, including training the trainers, (b) the mode of design and implementation based on a sound pedagogical framework of open and distance education, and (c) the key results of the assessment of the e-learning process by the participants, as they are used to feedback on continuous organizational and teaching improvement and quality control. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=life-long%20programs" title=" life-long programs"> life-long programs</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%2Fasynchronous%20learning" title=" synchronous/asynchronous learning"> synchronous/asynchronous learning</a> </p> <a href="https://publications.waset.org/abstracts/63528/e-learning-in-life-long-learning-best-practices-from-the-university-of-the-aegean" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22271</span> Leveraging Employee Resource Groups (ERGs) as Agents of Change: An Exploration of Edgar Schein's Culture Work in Organizational Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeanetta%20Darno">Jeanetta Darno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the realm of organizational development through the lens of Edgar Schein's seminal work on culture and change. Specifically, the paper will focus on the strategic implementation of Employee Resource Groups (ERGs) as powerful interventions for catalyzing culture change within modern workplaces. Edgar Schein's foundational theories on organizational culture and his renowned model of culture work will serve as the theoretical framework to guide the exploration of how ERGs can be harnessed as transformative tools in organizational development initiatives. Through a review of literature combined with content analysis, this paper will explore how ERGs align with Schein's principles, contribute to development, and drive positive cultural shifts toward inclusion and equity. The paper aims to provide practical insights for organizational leaders, HR practitioners, and change agents looking to integrate ERGs effectively into their culture change efforts, thereby advancing the field of organizational development informed by Schein's influential framework. The objective of the paper is to investigate and understand the intersection between Employee Resource Groups (ERGs) and Edgar Schein's Culture Work within the context of organizational development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20leadership" title="inclusive leadership">inclusive leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=equity" title=" equity"> equity</a>, <a href="https://publications.waset.org/abstracts/search?q=employee%20resource%20groups" title=" employee resource groups"> employee resource groups</a>, <a href="https://publications.waset.org/abstracts/search?q=organization%20development" title=" organization development"> organization development</a> </p> <a href="https://publications.waset.org/abstracts/182113/leveraging-employee-resource-groups-ergs-as-agents-of-change-an-exploration-of-edgar-scheins-culture-work-in-organizational-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22270</span> An Analytical Study of Organizational Implication in EFL Writing Experienced by Iranian Students with Learning Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoones%20Tavoosy">Yoones Tavoosy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This present study concentrates on the organizational implication the Iranian students with learning difficulties (LD) experience when they write an English essay. Particularly, the present study aims at exploring students' structural problems in EFL essay writing. A mixed method research design was employed including a questionnaire and a semi-structured in-depth interview. Technical Data Analysis of findings exposed that students experience a number of difficulties in the structure of EFL essay writing. Discussion and implications of these findings are presented respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iranian%20students" title="Iranian students">Iranian students</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20implication" title=" organizational implication"> organizational implication</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/68751/an-analytical-study-of-organizational-implication-in-efl-writing-experienced-by-iranian-students-with-learning-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68751.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22269</span> Interactive Effects of Organizational Learning and Market Orientation on New Product Performance </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qura-tul-aain%20Khair">Qura-tul-aain Khair</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose- The purpose of this paper is to empirically examining the strength of association of responsive market orientation and proactive market orientation with new product performance and exploring the possible moderating role of organizational learning based on contingency theory. Design/methodology/approach- Data for this study was collected from FMCG manufacturing industry and services industry, where customers are in contact frequently and responses are recorded on continuous basis. Sample was collected through convenience sampling. The data collected from different marketing department and sales personnel were analysed using SPSS 16 version. Findings- The paper finds that responsive market orientation is more strongly associated with new product performance. The moderator, organizational learning, plays it significant role on the relationship between responsive market orientation and new product performance. Research limitations/implications- this paper has taken sample from just FMCG industry and service industry, more work can be done regarding how different-markets require different market orientation behaviours. Originality/value- This paper will be useful for foreign business looking for investing and expanding in Pakistan, they can find opportunity to get sustained competitive advantage through exploring the proactive side of market orientation and importance of organizational learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning" title="organizational learning">organizational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=proactive%20market%20orientation" title=" proactive market orientation"> proactive market orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=responsive%20market%20orientation" title=" responsive market orientation"> responsive market orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20product%20performance" title=" new product performance "> new product performance </a> </p> <a href="https://publications.waset.org/abstracts/1832/interactive-effects-of-organizational-learning-and-market-orientation-on-new-product-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1832.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">382</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22268</span> The Capability of Organizational Leadership: Development of Conceptual Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kurmet%20Kivip%C3%B5ld">Kurmet Kivipõld</a>, <a href="https://publications.waset.org/abstracts/search?q=Maaja%20Vadi"> Maaja Vadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Current paper develops the conceptual framework for organizational leadership capability. Organizational leadership here is understood as collective multi-level phenomenon which has been embedded into organizational processes as a capability at the level of the entire organization. The paper analyses and systematises the theo¬retical approaches to multi-level leadership in existing literature. This analysis marks the foundation of collective leadership at the organizational level, which forms the basis for the development of the conceptual framework of organi¬zational leadership capability. The developed conceptual framework of organiza¬tional leadership capability is formed from the synthesis of the three groups of base theories – traditional leadership theories, the resource-based view from strategic management and complexity theory from system theories. These conceptual sources present the main characteristics that determine the nature of organizational leadership capability and are the basis for its mea¬surement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership" title="leadership">leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20capability" title=" organizational capability"> organizational capability</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20leadership" title=" organizational leadership"> organizational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=resource-based%20view" title=" resource-based view"> resource-based view</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20theory" title=" system theory"> system theory</a> </p> <a href="https://publications.waset.org/abstracts/77838/the-capability-of-organizational-leadership-development-of-conceptual-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22267</span> Core Competence Development while Carrying out Organizational Changes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olga%20A.%20Shvetsova">Olga A. Shvetsova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper contains the different issues of competence management in industrial companies. The theoretical bases of human resources management and practical issues of innovative enterprises’ competitiveness are considered. The research is focused on the modern industrial enterprise changes management problems; it focuses on the effective personnel management of industrial enterprises on the basis of competence approach. The influence of organizational changes on the competence development is discussed. The need for development of the new technologies is mentioned, proposal is based on competence-based approach in personnel management including in the conditions of carrying out organizational changes; methods of acquisition and development of missing key professional competences are discussed; importance of key competencies in forming competitive advantage of the organization is mentioned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence%20model" title="competence model">competence model</a>, <a href="https://publications.waset.org/abstracts/search?q=core%20competencies" title=" core competencies"> core competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20of%20industrial%20company" title=" development of industrial company"> development of industrial company</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20changes" title=" organizational changes"> organizational changes</a>, <a href="https://publications.waset.org/abstracts/search?q=competitiveness" title=" competitiveness"> competitiveness</a> </p> <a href="https://publications.waset.org/abstracts/62103/core-competence-development-while-carrying-out-organizational-changes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">303</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22266</span> [Keynote Talk]: Pragmatic Leadership in School Organization and Research in Physical Education Professional Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ellie%20Abdi">Ellie Abdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a review of a recently published book (April 2018) by Dr. Ellie Abdi. The book divides into two sections of 1) leadership in school organization and 2) pragmatic research in physical education professional development. The first part of the book explores school organizational development in terms of 1) communication development, 2) community development, and 3) decision making development. It concludes to acknowledge that decision making is the heart of educational management. This is while communication and community are essential to the development of the school organization. The role of a leader in a professional learning community (PLC) is acknowledged with the organizational development plan and moves onto 5 overall objectives of a professional development plan. It clarifies that professional learning community (PLC) benefits both students and professionals in education. Furthermore, professional development needs to be involved in opportunities to value diversity and foundations of learning, in addition to search for veteran teachers who offer a rich combination of experience and perspective. School educational platform in terms of teacher training in physical education is discussed in the second part. The book reviews that well-designed programs are powerful and constructive ways to identify the strength and weaknesses of teachers. Post-positivism, constructivism, advocacy/participatory, and pragmatism in teacher education are also disclosed. The book specifically unfolds pragmatic research in professional development of physical education. It provides researchers, doctoral, and masters level students with defined examples. In summary, the book shows how appropriate it is when many different traditions are displayed in a pragmatic way, following the stages of research from development to dissemination. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership" title="leadership">leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic" title=" pragmatic"> pragmatic</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a> </p> <a href="https://publications.waset.org/abstracts/110505/keynote-talk-pragmatic-leadership-in-school-organization-and-research-in-physical-education-professional-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110505.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22265</span> Understanding Organizational Capabilities and Dynamic Capabilities in the Context of Micro Enterprises: A Research Agenda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Gurkan%20Inan">G. Gurkan Inan</a>, <a href="https://publications.waset.org/abstracts/search?q=Umit%20S.%20Bititci"> Umit S. Bititci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose of this study is to understand development of organizational capabilities in micro enterprises. Organizational capabilities underpin companies` competitive advantages as well as their ability to respond internal and external change. Current literature is focused on mainly large enterprises, with some interest on SMEs. However there is little research attempting to understand the applicability of organizational capability theories on micro enterprises. In this paper we propose a research framework and a research agenda for addressing this gap. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=micro%20enterprises" title="micro enterprises">micro enterprises</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20capabilities" title=" organizational capabilities"> organizational capabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20capabilities" title=" dynamic capabilities"> dynamic capabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a> </p> <a href="https://publications.waset.org/abstracts/14155/understanding-organizational-capabilities-and-dynamic-capabilities-in-the-context-of-micro-enterprises-a-research-agenda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22264</span> Exploring Enabling Effects of Organizational Climate on Academicians’ Emotional Intelligence and Learning Outcomes: A Case from Chinese Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahid%20Shafait">Zahid Shafait</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiayu%20Huang"> Jiayu Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This study is based on a trait-based theory of emotional intelligence. This study intends to explore the enabling effect of organizational climate, i.e., affiliation, innovation, and fairness, on the emotional intelligence of teachers in Chinese higher education institutes. This study, additionally, intends to investigate the direct impact of teachers’ emotional intelligence on their learning outcomes, i.e., cognitive, social, self-growth outcomes and satisfaction with the university experience. Design/methodology/approach: This study utilized quantitative research techniques to scrutinize the data. Moreover, partial least squares structural equation modeling, i.e., PLS-SEM, was used to assess the hypothetical relationships to conclude their statistical significance. Findings: Results confirmed the supposed associations, i.e., the organizational climate has an enabling effect on emotional intelligence. Likewise, emotional intelligence was concluded to have a direct and positive association with learning outcomes in higher education. Practical implications: This study has investigated abandoned research that is enabling the effects of organizational climate on teachers’ emotional intelligence in Chinese higher education. Organizational climate enables emotionally intelligent teachers to learn efficiently and, at the same time, augments their satisfaction and productivity within an institution. Originality/value: This study investigated the enabling effects of organizational climate on teachers’ emotional intelligence in Chinese higher education that is original in investigated country and sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organizational%20climate" title="organizational climate">organizational climate</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/171360/exploring-enabling-effects-of-organizational-climate-on-academicians-emotional-intelligence-and-learning-outcomes-a-case-from-chinese-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171360.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22263</span> The Effect of Organizational Commitment and Burn out on Organizational Cynicism: A Field Study in the Healthcare Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aykut%20Bed%C3%BCk">Aykut Bedük</a>, <a href="https://publications.waset.org/abstracts/search?q=Kemalettin%20Erye%C5%9Fil"> Kemalettin Eryeşil</a>, <a href="https://publications.waset.org/abstracts/search?q=Osman%20E%C5%9Fmen"> Osman Eşmen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to examine the relationship between organizational commitment which is defined as a strong belief in and acceptance of the organization’s goals and values, and burnout syndrome and organizational cynicism. Accordingly, a field research based on survey method was conducted on the employees of a health institution operating in the province of Konya. The findings of the research show that there is a positive statistically significant relationship between organizational cynicism and burnout while there is a negative statistically significant relationship between organizational commitment and burnout. Furthermore, it has been also realized that there is a negative and statistically significant relationship between organizational commitment and organizational cynicism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=burnout" title="burnout">burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20commitment" title=" organizational commitment"> organizational commitment</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20cynicism" title=" organizational cynicism"> organizational cynicism</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare%20management" title=" healthcare management"> healthcare management</a> </p> <a href="https://publications.waset.org/abstracts/38078/the-effect-of-organizational-commitment-and-burn-out-on-organizational-cynicism-a-field-study-in-the-healthcare-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38078.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22262</span> Promoting Organizational Learning Facing the Complexity of Public Healthcare: How to Design a Voluntary, Learning-Oriented Benchmarking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachel%20M.%20L%C3%B8rum">Rachel M. Lørum</a>, <a href="https://publications.waset.org/abstracts/search?q=Henrik%20Eriksson"> Henrik Eriksson</a>, <a href="https://publications.waset.org/abstracts/search?q=Frida%20Smith"> Frida Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: In recent years, the use of benchmarks for the improvement of healthcare has become increasingly common. There has been an increasing interest in why improvement initiatives so often fail to eliminate the problems they aspire to solve. Benchmarking comes with its fair share of challenges and problems, such as capturing the dynamics and complexities of the care environments, among others. In this study, we demonstrate how learning-oriented, voluntary benchmarks in the complex environment of public healthcare could be designed. Findings: Our four most important findings were the following: first, important organizational learning (OL) regarding the complexity of the service and implications on how to design a benchmark for learning and improvement occurred during the process. Second, participation by a wide range of professionals and stakeholders was crucial for capturing the complexity of people and organizations and increasing the quality of the template. Third, the continuous dialogue between all organizations involved was an important tool for ongoing organizational learning throughout the process. The last important finding was the impact of the facilitator’s role through supporting progress, coordination, and dialogue. Design: We chose participatory design as the research design. Data were derived from written materials such as e-mails, protocols, observational notes, and reflection notes collected during a period of 1.5 years. Originality: Our main contributions are the identification of important strategies, initiatives, and actors to involve when designing voluntary benchmarks for learning and improvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning" title="organizational learning">organizational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20improvement" title=" quality improvement"> quality improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=learning-oriented%20benchmark" title=" learning-oriented benchmark"> learning-oriented benchmark</a>, <a href="https://publications.waset.org/abstracts/search?q=healthcare" title=" healthcare"> healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title=" patient safety"> patient safety</a> </p> <a href="https://publications.waset.org/abstracts/156525/promoting-organizational-learning-facing-the-complexity-of-public-healthcare-how-to-design-a-voluntary-learning-oriented-benchmarking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=organizational%20learning%20and%20development&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=organizational%20learning%20and%20development&page=3">3</a></li> <li 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