How the Company Learned from Failure Using Its Internal Knowledge Repository

The main purpose of the study is to determine to what extent and in what direction corporate memory and organizational learning affect firm performance through corporate culture. Within the framework of the research model, the relationships between the sub-dimensions of corporate memory and organizational learning, which are the independent variables, and the sub-dimensions of firm performance, which is the dependent variable, are examined. Within the scope of the study, the mediating role of corporate culture in relations between variables is also questioned. The study is carried out with comprehensive research on Information and Technology companies operating in Istanbul. The survey method is chosen as the data collection method and 7-point Likert-type expressions are used in the scales. 635 questionnaires are collected from Information and Technology companies in the Marmara Region and the hypotheses in the research model are analyzed using the SPSS data processing statistics program. As a result of the analysis, it is determined that corporate culture, organizational learning and corporate memory have ssignificant effects on firm performance. However, it is determined that the mediation role of corporate culture has a partial effect on the effect of corporate memory and organizational learning on firm performance.

Organizational knowledge is vital to the realization of goals of organizations. Effective use of this knowledge depends on the selective use of organizational memory. The term organizational memory is concerned with how organizations collect, store, and provide access to experience, skills and know-how. Schools are special organizations in the sense that they promote learning. Its organizational knowledge decides its competitive capacities, while its organizational memory decides its ability to develop persistently. In order to facilitate school organizational learning and memory, we present, by analogy of the mechanism of human memory, a model of school organizational memory process basing on relevant theories and researches of knowledge management. This model incorporates multiple phases of personal and social knowledge conversion that can be compatibly supported by virtual learning environments. This paper also introduces our practice with a virtual learning environment called PRIME, designed specially to support this model. We hope that our research can provide a theoretical framework for school knowledge creation and accumulation, and attract more attention to school knowledge organizational knowledge and memory.

This issue's look at learning organizations begins with a brief overview of the basic components of a learning organization – learning, memory, and organizational learning – and how they can be supported by today's information technologies.

The concept of management control system and organizational learning has drawn the attention of many parties as they began to learn the importance of these tools in organizational sustainability. MCS help to ensure that problem is detected and appropriate decision are made, fundamental changes resulting from correcting the problem will promote organizational learning. The aim of this research is to examine the relationship between the design and the use of management control system in developing organizational learning. More specifically, the study focuses on four elements of organizational learning, namely knowledge acquisition, information distribution, information interpretation, and organizational memory. Two research questions are investigated in this study: i) Does the design of MCS have an impact on the elements of OL? ii) Does the use of MCS influence the elements of OL? The result suggests that there is a positive influence between the design and the use of MCS with Organizational Learning. Use of MCS has more influence on Organizational Learning when compared to the Design of MCS. This is because design will be more meaningful when used and applied. Keywords: control framework; information integration; knowledge acquisition; organizational memory; performance evaluation

Information and communication technologies have transformed the way people work and have a growing impact on long life learning. Organizational learning is an increasingly important area of research that concerns the way organizations learn and thus augment their competitive advantage, innovativeness, and effectiveness. Within the project MEMORAe2.0, we are interested by the capitalization of knowledge in the context of an organization and by organizational learning. We developed the E-MEMORAe2.0 environment which is based on the concept of learning organizational memory. In this paper, we present the organizational learning approach; we stress the role of an organizational memory in this approach; and we specify the use of a forum concept in such a context. Then we present the approach MEMORAe and the environment we developed.

Linking knowledge management, organizational learning and memory

It is important for companies to adapt to changes in the business environment to gain or maintain a sustainable competitive advantage. In other words, they need to augment their management base by upgrading their current businesses and finding new business opportunities in line with future corporate growth and life cycles. However, it is difficult to achieve these objectives concurrently. In this study, we present a case of a Japanese company that has grown as a measure of information sharing and organizational learning from failure. We aim to explain how organizational learning from failure has led to ambidexterity, which consists of exploration and exploitation; we also examine whether organizational learning from failure is effective in exploration and exploitation. We used a quantitative approach through surveys and analysis of covariance structure. As a result, we find that organizational learning from failure is more effective for exploitation than for exploration in this company.

In this article we offer a new approach to evaluating Organizational Memory (OM). Our proposed evaluation methodology, named KnowledgeEco, is based on an ontology for the domain of OM. Its key steps are: 1) mapping the OM in the evaluated organization onto the ontology concepts; 2) noting which entities from the ontology are missing in the OM; and 3) applying a series of rules that help assess the impact of the OM on organizational learning. This systematic evaluation thus helps to propose ways to improve the evaluated OM.We present three case studies that demonstrate the feasibility of KnowledgeEco for evaluating OM and for suggesting improvements. We also identify some weaknesses in the OMs common to the three organizations cited in the case studies. Finally, we discuss how the KnowledgeEco ontology‐based methodology establishes utility and contributes to further research in the field of OM.

This study aims to reveal the mediating role of learning organization in the effect of principals' instructional leadership competencies on teacher motivation. A cross-sectional correlational survey design was used to determine the relationships among the variables. The study group consisted of 403 teachers working in state schools affiliated with the Ministry of National Education in Istanbul, Turkey. The Personal Information Form, Instructional Leadership Scale, Teacher Motivation Scale, and Learning Organization Scale were used to collect data. It was checked whether the data obtained during the data collection process showed normal distribution, and the results of the Pearson correlation analysis between the variables were evaluated. In order to test the theoretical model developed by the researchers, Structural Equation Modeling analyses were conducted. Considering the purpose of the study and the analyses, it was observed that there was a significant positive relationship between principals' instructional leadership competencies and teacher motivation and learning organization, and a significant positive relationship between learning organization and teacher motivation. The structural equation model developed based on the results that instructional leadership has an effect on learning organization and teacher motivation, and that learning organization has an effect on teacher motivation, was tested. As a result of this test, it was determined that learning organization had a full mediating role in the effect of instructional leadership on teacher motivation. In conclusion, the theoretical model developed by the researchers was tested and accepted based on the fit values. Structural equation model results indicated an acceptable model fit and supported the hypothesized mediation pattern, in which learning organization fully mediated the instructional leadership-teacher motivation relationship. These findings suggest that school administrators can increase teacher motivation by strengthening instructional leadership behaviors as well as the school's learning organization practices.

This study examines the relationship between strategic human resource management (HRM) and organisational learning in Chinese private firms during the second-pioneering stage, which involves a process of transition from ‘opportunism’ to ‘capability building’. It specifically examines how this relationship is influenced by environmental uncertainty and guanxi dependence. Using data from a face-to-face survey of 107 Chinese private firms, the findings show that strategic HRM has a positive effect on all four dimensions of organisational learning: knowledge acquisition, knowledge distribution, knowledge interpretation and organisational memory. In addition, task environmental uncertainty positively moderates the relationship between strategic HRM and organisational learning. However, the moderating effects of institutional environmental uncertainty and guanxi dependence on this relationship are not significant. These results highlight the importance of strategic HRM for organisational learning in uncertain task environments to promote organisational transition.

This article analyzes the relationship between organizational memory and forgetfulness in the generation of operational vulnerabilities, based on a case study carried out with a highly specialized technical team from a multinational company of the automotive sector. The article starts with the presentation of the complexity context of the Brazilian automotive sector in the last decades. It then goes on to discuss the theoretical referential on learning organizations, organizational memory and forgetfulness and organizations with high operational reliability characteristics. Finally, a case study is presented, carried out based on the theoretical concepts described in the body of the article, showing the contradictions and evidence of this relationship.

Non-technical innovation: Organizational memory and learning capabilities as antecedent factors with effects on sustained competitive advantage

Background. Educator performance is an important thing in efforts to improve the quality of education, so a forum is needed to build teacher competency that leads to improved teacher performance in planning, implementing, and evaluating the learning process in the classroom. Professional learning communities are one of the efforts to improved performance, so it is necessary to know what components can accelerate the information of professional learning communities. Other factors in improving performance depend on leadership style, learning organization and motivation. The purpose of this research is (1) to find out the direct influence of leadership for learning, learning organization, and motivation on performance; (2) to find out the indirect influence of leadership for learning, learning organization, and motivation on performance through professional learning communities, etc. Material/Methods. The research method is quantitative and an ex post facto approach, or one conducted after the fact. The sample consisted of 189 teachers from fourteen high schools in Papua Province, Indonesia. The research method used is survey. The population comes from educators at the Penggerak School in Papua Province totaling 358 people. The sampling technique used is stratified proportional Random Sampling. This sampling technique is used because the population has educational qualification strata. The result of the sample calculation is 189. The instrument used is a questionnaire. The empirical model test is carried out using the Q distribution, continued to the Chi-Square or W-count, if the model is not found to be a good fit. The mediating variable is tested using the Sobel Test. Result. The results of the study show that (1) leadership for learning, learning organization, and teacher motivation influence the formation of professional learning communities; (2) leadership for learning and learning organizations influence teacher performance. The greatest influence, both directly and indirectly, is the learning organization. Learning organization variables enable effective learning communities. Conclusion. The conclusions that can be put forward are : (1) learning organization can build effective professional learning communities; (2) the most influential variable in improving teacher performance is building learning organization; (3) another variable in improving teacher performance is leadership for learning style; and (4) the variable that has the lowest influence on teacher performance is teacher motivation.

PurposeThe aim of this study was to design a knowledge management establishment model with an organizational learning approach in the Social Security Organization of North Khorasan Province.MethodologyThe research method was hybrid. The statistical population in the qualitative section included experts and specialists in management sciences and senior managers of the Social Security Organization, 20 of whom were selected using the principle of theoretical saturation as a non-probabilistic sampling method (purposeful and judgmental). In the quantitative part of the statistical population, including 1475 managers and employees of the Social Security Organization in the insurance and medical departments in 2016, who had at least a university degree with five years of service in the Social Security Organization, a sample of 314 people The two-stage stratified sampling method was selected with proportional allocation. The main research tool was the Knowledge Management Questionnaire, the validity of which was formally guaranteed using content and scientific components and components. The reliability of the questionnaire with Cranach’s alpha coefficient was 0.89 for knowledge management and 0.85 for organizational learning.FindingsAfter analyzing the information and testing the proposed model and the results obtained from structural equations, the final model of knowledge management deployment with 6 dimensions including (culture and value, organizational structure, organizational strategy, technology, process and human resources) and organizational learning It was finalized in 4 dimensions including (knowledge acquisition, knowledge dissemination, information interpretation and organizational memory). Also Findings showed that the human resources dimension has the greatest impact on the establishment of knowledge management and the two dimensions learning.ConclusionThe results also showed that organizational learning is effective at 0.74 on the establishment of knowledge management. Based on this, it can be concluded that in order to establish knowledge management in the Social Security Organization of Khorasan Razavi Province, in addition to paying attention to the six dimensions of establishing knowledge management, attention to organizational learning and its four dimensions, especially the two dimensions of knowledge acquisition and knowledge dissemination is necessary.

Success in the global marketplace is increasingly determined by the information and know-how organizations possess. While valuable research contributions have been made concerning how organizations learn about their customers, much remains unknown about how organizations learn about multiple stakeholders. This is unfortunate given the increasing importance organizations place on meeting their stakeholders’ demands. In addition, previous research has failed to account for the alternative mechanisms organizations use to acquire information about the market. To address these gaps in the literature, this study examines whether stakeholder-focused organizational learning influences the organization’ propensity to take action in response to its stakeholders’ needs. It also investigates if the knowledge acquisition mechanisms the organization relies on to acquire stakeholder-related knowledge determine how innovative or imitative its stakeholder practices are. The empirical analysis based on the responses of 349 marketing and supply chain management executives to an online survey reveal that the four organizational learning processes (i.e., knowledge acquisition, information distribution, information interpretation, and organizational memory) have a direct effect on stakeholder-focused responsiveness. The results also indicate that while experiential knowledge acquisition is related to innovative stakeholder practices, vicarious knowledge acquisition is related to imitative ones.