Developing talented human resources through learning entails nurturing innovation and improving competitiveness; to achieve innovation, tech-based SMEs within or around Korean technoparks must undertake learning organisation activities (LOAs). Our results demonstrate that six dimensions of the LOA model have more validity or a better model fit than the previous seven dimensions of the LOA model. Furthermore, three important sub-variables of LOAs (i.e., creating continuous learning opportunities, establishing systems to capture and share learning and providing strategic leadership for learning) have a positive and significant effect on learning transfer. Finally, transferring LOAs was found to mediate the relationship between LOAs and innovativeness by creating continuous learning opportunities (and future directions) and by providing strategic leadership for learning.
Get full access to this article
View all access options for this article.
References
1.
AlegreJ., & ChivaR. (2013). Linking entrepreneurial orientation and firm performance: The role of organizational learning capability and innovation performance. Journal of Small Business Management, 51(4), 491–507.
2.
AlligerG. M., TannenbaumS. I., BennettW., TraverH.Jr., & ShotlandA. (1997). A meta-analysis of the relations among training criteria. Personnel Psychology, 50(2), 341–358.
3.
AndersonJ. C. & GerbingD. W. (1982). Some Methods for Respecifying Measurement Models to Obtain Unidimensional Construct Measurement. Journal of Marketing Research, 19(4), 453–460.
4.
AndersonJ., & GerbingW. (1988). Structural equation modeling in practice: A review and recommended two stage approach. Psychological Bulletin, 27(1), 5–24.
5.
ArgyrisC., & SchonD. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.
6.
ArmstrongJ. S., & OvertonT. S. (1977). Estimating nonresponse bias in mas Surveys. Journal of Marketing Research, 14(3), 396–402.
7.
BagozziR. P., & BaumgartnerH. (1994). The evaluation of structural equation models and hypothesis testing. In BagozziR. (Ed.), Principles of marketing research (pp. 386–422). Cambridge, MA: Blackwell.
8.
BagozziR. P., & YiY. (1988). On the evaluation of structural equation models. Academy Marketing Science, 16(1), 74–94.
9.
BakerW. E., & SinkulaJ. M. (2002). Market orientation, learning orientation, and product innovation: Developing into organization’s black box. Journal of Market-Focused Management, 5(1), 5–23.
10.
BaldwinT. T., & FordJ. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63–105.
11.
BateR., & KhasawnehS. (2005). Organizational learning culture, learning transfer climate, and perceived innovation in Jordanian organizations. International Journal of Training and Development, 9(2), 96–109.
12.
BaumgartelH., & JeanpierreF. (1972). Applying new knowledge in the back-home setting: A study of Indian managers’ adaptive efforts. Journal of Applied Behavioral Science, 8(6), 674–694.
13.
BaumgartelH., ReynoldsM., & PathanR. (1984). How personality and organizational-climate variables moderate the effectiveness of management development programs: A review and some recent research findings. Management and Labor Studies, 9(1), 1–16.
14.
BentlerP. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246.
15.
BollenK. A. (1989). Structural equations with latent variables. New York: John Wiley and Sons, Inc.
ChastonI., BadgerB., & Sadler-SmithE. (2001). Organizational learning: An empirical assessment of process in small UK manufacturing firms. Journal of Small Business Management, 39(2), 139–151.
18.
ChoiS. B. (2011). An empirical study on the relationships among organizational culture, learning orientation, and innovation of employees: The moderating role of perceived organizational support. Korea Industrial Economics Association, 24(6), 3631–3653.
19.
ChoiT., & ChandlerS. M. (2015). Exploration, exploitation, and public sector innovation: An organizational learning perspective for the public sector. Human Service Organizations: Management, Leadership & Governance, 39(2), 139–151.
20.
DavisD. (2005). The learning and its dimensions as key factors in firm performance (Unpublished Doctoral Dissertation). Milwaukee, WI: The University of Wisconsin-Milwaukee.
21.
DesarboW. S., Di BenedettoC. A., SongM., & SinhaI. (2005). Revisiting the miles and snow strategic framework: Uncovering interrelationships between strategic types, capabilities, environmental uncertainty, and firm performance. Strategic Management Journal, 26(1), 47–74.
22.
EddyE. R., & TannenbaumS. C. (2003). Transfer in an e-learning context. In HoltonE. F. & BaldwinT. T. (Eds), Improving learning transfer in organizations (pp. 161–194). San Francisco: Jossey-Base.
23.
EllingerA. D., EllingerA. E., YanB., & HowtonS. W. (2002). The relationship between the learning organization concept and firms’ financial performance: An empirical assessment. Human Resource Development Quarterly, 13(1), 5–21.
24.
Fernández-MesaA., & AlegreJ. (2015). Entrepreneurial orientation and export intensity: Examining the interplay of organizational learning and innovation. International Business Review, 24(1), 148–156.
25.
FornellC., & LarckerD. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
26.
García-MoralesV. J., Llorens-MontesF. J., & Verdú-JoverA. J. (2006). Antecedents and consequences of organizational innovation and organizational learning in entrepreneurship. Industrial Management & Data Systems, 106(1/2), 21–32.
27.
GardinerP., & WhitingP. (1997). Success factors in learning organizations: An empirical study. Industrial and Commercial Training, 29(2), 41–48.
28.
HanJ. (2006). A study on the factors influencing of learning organization and organizational effectiveness. Journal of Korea Contents Society, 6(7), 42–49.
29.
HarrisD. M., & DeSimoneR. L. (1994). Human resource management. Illinois: Dyden Press (Fort Worth).
30.
HernandezM. (2000). The impact of the dimensions of the learning organization on the transfer of tacit knowledge process and performance improvement within private manufacturing firms in Colombia (Unpublished PhD thesis). Athens, GA: University of Georgia.
31.
HindsP. J., & PfefferJ. (2003). Why organizations don’t ‘know what they know’: Cognitive and motivational factors affecting the transfer of expertise. Sharing Expertise: Beyond Knowledge Management, 3–26.
32.
HuczynskiA. A., & LewisJ. W. (1990). An empirical study into the learning transfer process in management training. Journal of Management Studies, 17(2), 227–240.
33.
HurleyR. F., & HultT. M. (1998). Innovation, market orientation, and organizational learning: An integration and empirical examination. Journal of Marketing, 62(3), 42–54.
34.
HurleyR. F., HultT. M., & KnightG. A. (2004). Innovativeness: Its antecedents and impact on business performance. Industrial Marketing Management, 33(5), 429–438.
35.
HyunY. S., & KimJ. H. (2005). Relationships between constructs of learning organization and transfer of learning. The Korea Educational Review, 11(1), 171–196.
36.
Jerez-GomezP., Céspedes-LorenteJ., & Valle-CabreraR. (2005). Organizational learning capability: A proposal of measurement. Journal of Business Research, 58(6), 715–725.
37.
JinG. D., & ChoiE. S. (2008). Relationship of activities of learning organization on organizational performance in the manufacturing and non-manufacturing industries. Korean Journal for Learning and Performance, 10(1), 1–26.
KeskinH. (2006). Market orientation, learning orientation, and innovation capabilities in SMEs: An extended model. European Journal of Innovation Management, 9(4), 396–417.
40.
KimH. J., & LeeG. S. (2010). A study on SME’s organizational performance by learning organization’s activities: In terms of the development of relationship model between learning organization and organizational performance. Journal of Education and HRD Studies, 6(3), 161–189.
41.
KimI. H. (2007). An effects of learning organizational factors on job transfer of new knowledge: Centered on a degree of the employees’ cognition. Human Resource Management Review, 14(3), 51–67.
42.
KirkpatrickD. L. (1967). Evaluation of training. In CraigR. L. & BittelL. R. (Eds), Training and development handbook (pp. 87–112). New York: McGraw-Hill.
43.
LaiJ., LuiS. S., & TsangE. W. (2016). Intrafirm knowledge transfer and employee innovative behavior: The role of total and balanced knowledge flows. Journal of Product Innovation Management, 33(1), 90–103.
44.
LeeE. J. (2007). An Empirical Analysis on the Impacts of Voluntary Learning Activities on Employees, Job Attitudes. Ph.D Thesis, Danguk University.
45.
LienM., RuthruffE., & JohnstonJ. C. (2006). Attentional limitations in doing two tasks at once the search for exceptions. Current Directions in Psychological Science, 15(2), 89–93.
46.
LienM.-C., ProctorR. W., & AllenP. A. (2002). Ideomotor compatibility in the psychological refractory period effect: 29 years of oversimplification. Journal of Experimental Psychology: Human Perception and Performance, 28(2), 396–409.
47.
MarquardtM. (1996). Building the learning organization: A system approach to quantum improvement and global success. New York: McGraw-Hill.
48.
MoschitzH., RoepD., BrunoriG., & TisenkopfsT. (2015). Learning and innovation networks for sustainable agriculture: Processes of co-evolution, joint reflection and facilitation. The Journal of Agricultural Education and Extension, 21(1), 1–11.
49.
NeweyL. R., & ZahraS. A. (2009). The evolving firm: How dynamic and operating capabilities interact to enable entrepreneurship. British Journal of Management, 20(1), 81–100.
50.
NoeR. A. (1986). Trainee’s attributes and attitudes: Neglected influences on training effectiveness. Academy of Management Review, 11(6), 736–749.
51.
NunnallyJ. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
52.
PancholiS., YigitcanlarT., & GuaraldaM. (2015). Public space design of knowledge and innovation spaces: Learning from Kelvin Grove urban village, Brisbane. Journal of Open Innovation: Technology, Market, and Complexity, 1(13), 1–17.
53.
ParkK. R. (1996). Modeling and building of continuous learner in business organizations. Yonsei Business Review, 33(1), 1–20.
54.
PodsakoffP. M., & OrganD. W. (1986). Self-reports in organizational research: Problems and prospects. Journal of Management, 12(4), 531–544.
55.
PresserS., RothgebJ. M., CouperM. P., LesslerJ. T., MartinE., & SingerE. (2004). Methods for testing and evaluating survey questionnaires. Hoboken, NJ: Wiley-Interscience.
56.
RheeJ., LeeJ. M., & JungI. H. (2009). Relationship between activities of learning organizations and transfer of learning to the jobs and innovativeness: Focused on the moderating effects of self-regulated learning. Journal of Business Education, 57, 183–207.
57.
RoshaA., & LaceN. (2016). The scope of coaching in the context of organizational change. Journal of Open Innovation: Technology, Market, and Complexity, 2(2), 1–14.
58.
SengeP. M. (1990). The leaders’ new role: Building learning organizations. Sloan Management Review, 32(1), 7–23.
59.
SinkulaJ. M., BakeW., & NoordewierT. G. (1997). A framework for market-based organizational learning: Linking values, knowledge and behavior. Journal of Academy of Marketing Science, 25, 305–318.
60.
SlaterS. F., & NarverJ. C. (1995). Market orientation and the learning organization. Journal of Marketing, 59, 63–74.
61.
SongJ. H., JooB.-K., & ChermackT. J. (2009). The dimensions of learning organization questionnaire (DLOQ): A validation study in a Korean context. Human Resource Development Quarterly, 20(1), 43–64.
62.
SongY. S. (2007). HRD trends in Korean large enterprises: HRD manager’s view in the corporate HRD settings. Educational Information and Media Review, 13(2), 139–161.
63.
StataR. (1989). Organizational learning: The key to management innovation. Sloan Management Review, 30(Spring), 63–74.
64.
TabachnickB. G., & FidellL. S. (1996). Using multivariate statistics (3rd ed.). New York: HarperCollins.
65.
WatkinsK. E., & MarsickV. J. (1993). Sculpting the learning organization: Lessons in the art and science of systemic change. San Francisco: Jossey-Bass.
66.
WatkinsK. E., & MarsickV. J. (1996). In action: Creating the learning organization. Alexandria, VA: American Society for Training and Development.
67.
WexleyK. R., & LathamG. P. (1991). Developing and training human resources in organizations. New York: Harper Collins.
68.
WuX., KumarV., QuinlanJ. R., GhoshJ., YangQ., MotodaH., et al. (2008). Top 10 algorithms in data mining. Knowledge Information System, 14(L), 1–37.
69.
YaghiA., GoodmanD., HoltonE. F., & BatesR. A. (2008). Validation of the learning transfer system inventory: A study of supervisors in the public sector in Jordan. Human Resource Development Quarterly, 19(3), 241–262.
70.
YangB., WatkinsK. E., & MarsickV. J. (2004). The construct of the learning organization: Dimensions, measurement, and validation. Human Resource Development Quarterly, 15(1), 31–55.
71.
YeungA. K., DavidO. U., StephenW. N., & MaryA. V. G. (1999). Organizational learning capability. New York: Oxford University Press.
72.
ZimmermanB. J. (1989). A social cognitive view of self-regulated academic earning. Journal of Educational Psychology, 81(3), 329–339.
73.
ZimmermanB. J. (1990). Self-regulated learning of academic achievement: an overview. Educational Psychologist, 25(1), 3–17.
74.
ZhangD., ZhangZ., & YangB. (2004). Learning organization in mainland China: Empirical research on its application to Chinese state-owned enterprises. International Journal of Training and Development, 8(4), 258–273.
