Journals / Iğdır Üniversitesi Sosyal Bilimler Dergisi / 2018 / Sayı: 14

Impacts of Organizational Learning Skills on Company Performance

Örgütsel Öğrenme Yeteneklerinin Firma Performansı Üzerine Etkileri

Pages
478–497
Publication Date
2018-04-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The result of the research reveals that organizational learning skills have a positive impact on firm performance.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:For companies, learning is the most significant condition of their ability to sustain their assets.
📊
Key Findings & Data:This study aims to examine the impacts of organizational learning skills on company performance.
💡
Conclusion & Impact:The result of the research reveals that organizational learning skills have a positive impact on firm performance.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Öğrenme · Örgütsel Öğrenme · Örgütsel Öğrenme Yetenekleri

Abstract

For companies, learning is the most significant condition of their ability to sustain their assets. However, the fact that organizations can manage learning processes is not enough for them to survive. Therefore, learning has to be an organizational feature and it has to be adopted by employees. In addition to determining factors that prevent and enable learning within organizations, understanding the learning processes and structure has attracted the attention of many researches. This study aims to examine the impacts of organizational learning skills on company performance. In the study, there are a wide range of definitions that include the determinant elements of organizational learning, the organizational learning process, and the outputs rather than merely explaining organizational learning from a specific theoretical perspective. The result of the research reveals that organizational learning skills have a positive impact on firm performance.

Özet

Firmalar için öğrenme, varlıklarını sürdürebilmelerinin en belirgin koşuludur. Ancak örgütlerin öğrenme süreçlerini yönetmesi, hayatta kalabilmeleri için yeterli değildir. Bu nedenle öğrenmenin örgütsel bir özellik taşıması ve çalışanlar tarafından benimsenmesi zorunludur. Örgütler içerisindeki öğrenmeyi sağlayan ve engelleyen faktörlerin belirlenmesinin yanı sıra, öğrenme süreçlerini ve yapısını anlamak pek çok araştırmanın ilgisini çekmiştir. Bu çalışma, örgütsel öğrenme yeteneklerinin firma performansı üzerindeki etkilerini incelemeyi amaçlamaktadır. Çalışmada sadece belirli bir teorik bakış açısı ile örgütsel öğrenmeyi açıklamaktan çok örgütsel öğrenmenin belirleyici unsurlarını, örgütsel öğrenme sürecini ve çıktılarını içeren geniş kapsamlı tanımlara yer verilmiştir. Araştırma sonucunda elde edilen sonuç, örgütsel öğrenme yeteneklerinin firma performansı üzerine pozitif etkisi olduğunu ortaya çıkarmaktadır.

🔖

Cite This Article

SEVİNÇ, H., EFE, M. N. (2018). Impacts of Organizational Learning Skills on Company Performance. Iğdır Üniversitesi Sosyal Bilimler Dergisi, Sayı: 14, 478–497. https://ajindex.com/articles/726468

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Akgun, A. E., Keskin, H., Byrne, J. C., ve Aren, S. (2007). Emoti- onal and learning capability and their impact on pro- duct innovativeness and firm performance. Technova- tion, 27(9), 501-513.
  2. Aktan, C. A. (1998). Organizasyonel Performansta Atılım (Bre- akbrought) İçin Yeni Bir Yönetim Tekniği: Bench- marking. MESS, 28. Alegre, J., ve Chiva, R. (2008). Assessing the impact of organiza- tional learning capability on product innovation per- formance: An empirical test. Technovation, 28(6), 315. Alegre, J., ve Chiva, R. (2013). Linking Entrepreneurial Orienta- tion and Firm Performance: The Role of Organizational Learning Capability and Innovation Performance. Jour- nal of Small Business Management, 51(4), 491-507.
  3. Argyris, C. (1976). Single-loop and double-loop models in rese- arch on decision- making. Administrative Science Quar- terly, 21(3), 363-363.
  4. Argyris, C. (1977). Double-loop learning in organizations. Har- vard Business Review,55(5),115-125.
  5. Arıcıoğlu, A. (2004). Öğrenmenin Örgüt Değerlerini Oluştur- masında Bir Model Olarak Japonya. IV Ulusal Üretim Araştırmaları Sempozyumu Kitabı, 405-410.
  6. Bontis, N. (1998). Intellectual capital: an exploratory study that develops measures and models. Management Decision, 36(2), 63 – 76. Bontis, N. (1999). Managing organisational knowledge by diag- nosing intellectual capital: framing and advancing the state of the field. International of Journal of Technology Management, 18(5), 433-462.
  7. Bontis, N. (2001). Assessing knowledge assets: a review of the models used to measure intellectual capital. International Journal of Management Reviews, 3(1), 41- 60. Bontis, N. (2004). National Intellectual Capital Index: A United Nations initiative for the Arab region. Journal of Intellec- tual Capital, 5(1), 13-39.
  8. Bontis, N., Crossan, M.M., ve Hulland, J. (2002). Managing an organizational learning system by aligning stocks and flows. Journal of Management Studies, 39( 4), 437-469.
  9. Bontis, N., Dragonetti, N.C., Jacobsen, K., ve Roos, G. (1999). The knowledge toolbox:: A review of the tools available to measure and manage intangible resources. European Management Journal, 17(4), 391-402.
  10. Bontis, N., William Chua, C. K., & Richardson, S. (2000). Intel- lectual capital and business performance in malaysian industries. Journal of Intellectual Capital, 1(1), 85-100.
  11. Chen, G., ve Klimoski, R. J. (2007). Training and development of human resources at work: Is the state of our science strong? Human Resource Management Review, 17(2