scholarly journals Organisational learning and the organisational life cycle

2016 ◽  
Vol 40 (1) ◽  
pp. 2-20 ◽  
Author(s):  
Steven Tam ◽  
David E Gray
Keyword(s):  
Life Cycle ◽  
Human Resource Development ◽  
Learning Strategies ◽  
High Growth ◽  
Organisational Learning ◽  
Structured Interviews ◽  
Content Type ◽  
Life Cycle Stages ◽  
Timely Fashion ◽  
Sound Foundation

Purpose – The purpose of this study is to relate the practice of organisational learning in small- and medium-sized enterprises (SMEs) to the organisational life cycle (OLC), contextualising the differential aspects of an integrated relationship between them. Design/methodology/approach – It is a mixed-method study with two consecutive phases. In Phase I, 30 Hong Kong SMEs identified through theoretical sampling were classified into three life-cycle stages – inception, high growth and maturity. In Phase II, their employees’ learning practices (grouped by learning levels) were statistically compared using the analysis of variance and then followed up for confirmation with qualitative semi-structured interviews. Findings – This study uniquely suggests the nature of a relationship between SME organisational learning and the OLC. Empirical results show that three of the four learning levels (individual, group, organisational and inter-organisational) practised in SMEs are varied in importance between life-cycle stages. Research limitations/implications – Comparative studies are encouraged in other parts of the world to strengthen the findings – with either SMEs or large organisations. Practical implications – The study informs SME owner/managers about what is important for employee learning at different business stages so that appropriate learning strategies or human resource development policies can be formulated in a timely fashion to promote competitiveness. Originality/value – It is among the first studies to connect SME learning with organisational growth. The relationships found serve as a sound foundation for further empirical investigations.

Is there a decision to make, boss? From understanding SME growth to managing employees' learning preferences

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Steven Tam ◽  
David E. Gray
Keyword(s):  
Life Cycle ◽  
High Growth ◽  
Life Cycle Stage ◽  
Learning Preferences ◽  
Best Interests ◽  
Structured Interviews ◽  
Managerial Decision ◽  
Content Type ◽  
Learning Practices ◽  
Life Cycle Stages

PurposeThis study examines employees' learning preferences in small and medium-sized enterprises (SMEs) at different life-cycle stages.Design/methodology/approachThe study has two phases. Phase I classified a sample of 30 Hong Kong SMEs into three different life-cycle stages (inception, high growth or maturity). Phase II then explored/compared their employees' learning practices in terms of importance using a mixed-method design through an online learning questionnaire followed by face-to-face semi-structured interviews.FindingsBased on a list of 32 learning practices common to SME workplaces, the study identified how SME employees perceive the importance of a learning practice. The top 5 and the bottom 5 learning practices in SMEs across life-cycle stages are presented to promote best interests for SME executives.Research limitations/implicationsWhile SME learning is highly varied, this study sheds light on some traceable context about it as an SME grows. Similar studies with additional SMEs, including SMEs in other locations, are encouraged to strengthen the findings.Practical implicationsThe findings help SME executives understand what learning practices are most important (or least important) for their employees, given the life-cycle stage of the firm. Aligning a business with employees' learning preferences in a timely fashion is a managerial decision to be made for driving organizational effectiveness.Originality/valueIt is among the first studies connecting employee learning in SMEs and organizational life cycle to address a critical but missing inquiry.

scholarly journals The practice of employee learning in SME workplaces

2016 ◽  
Vol 23 (3) ◽  
pp. 671-690 ◽  
Author(s):  
Steven Tam ◽  
David E Gray
Keyword(s):  
Life Cycle ◽  
Multinational Corporations ◽  
Workplace Learning ◽  
High Growth ◽  
The Body ◽  
Maturity Stage ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Content Type ◽  
Life Cycle Stages

Purpose – The purpose of this paper is to explore how employees in small and medium-sized enterprises (SMEs) practise and view workplace learning at three different life-cycle stages. Design/methodology/approach – It is a qualitative study using a sample of 30 Hong Kong SMEs classified into inception, high-growth or maturity stage, from which firms in each stage were randomly selected and interviewed until data saturation was reached. Snowball sampling was adopted during interviews and data were examined through thematic analysis. Findings – Consistent themes (patterns) from 134 semi-structured interviews are identified, addressing both similarities and differences in the nature of the practice of workplace learning in SMEs between life-cycle stages. Research limitations/implications – More similar comparative studies in other parts of the world, including quantitative surveys on larger samples, with either SMEs or multinational corporations, are encouraged to enrich the current findings. Practical implications – If organisational growth is a priority, SME owner/managers should support employees’ work and learning in a timely fashion. As the study finds, individual learning and inter-organisational learning are considered “a must to have” for employees, regardless of which stage the firm is at. When an SME enters high-growth, however, more opportunities for group learning are particularly beneficial. For mature SMEs, it is essential for learning to move towards systemisation and include a professional development component to meet employees’ career expectations, not just their work demands. Originality/value – The results advance the body of knowledge in SME learning from the life-cycle perspective. As one of the first studies in bridging these areas, it brings new implications to academic researchers and SME practitioners.

SME learning: leave it as a mess or solve it like a maze

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Steven Tam
Keyword(s):  
Organizational Development ◽  
Learning Strategies ◽  
Firm Growth ◽  
High Growth ◽  
Growth Stages ◽  
Structured Interviews ◽  
Content Type ◽  
Learning Practices ◽  
New Perspective ◽  
Employee Learning

Purpose This paper gives executives new perspective on how well employee learning is being managed in their small and medium-sized enterprises (SMEs). Design/methodology/approach The study adopted a rigorous mixed-method approach through questionnaires and semi-structured interviews, from categorizing a sample of Hong Kong SMEs into appropriate growth stages (inception, high-growth or maturity) to exploring their respective learning practices in their workplaces. Findings The most popular learning practices in SMEs at each growth stage are compared accordingly with the most/least important learning practices perceived by their employees from another set of results (citation to be added). Differences or mismatches are noted for reporting. Research limitations/implications Additional samples of SMEs, including those in other countries, are encouraged to broaden the horizon. Practical implications The findings help SME executives understand the dynamics of employee learning in their workplaces across growth stages. Knowing what learning practices are offered by the firm and what learning practices are valued by the employee will practically improve the firm’s training/learning strategies to benefit organizational development. Originality/value It is among the first studies examining SME learning with firm growth as well as sorting the learning practices into some traceable patterns for managerial convenience.

The role of insiders and organizational support in the learning process of newcomers during organizational socialization

2018 ◽  
Vol 30 (7) ◽  
pp. 562-575 ◽  
Author(s):  
Cecilia Mornata ◽  
Iolanda Cassar
Keyword(s):  
Learning Strategies ◽  
Organizational Support ◽  
Qualitative Methodology ◽  
Learning Strategy ◽  
Organizational Socialization ◽  
Human Resources Management ◽  
Structured Interviews ◽  
Content Type ◽  
Proactive Behaviors ◽  
Interpersonal Characteristics

Purpose This study aims to focus on newcomers’ learning strategies when they perceive organizational socialization support to be lacking, and on interpersonal characteristics that insiders should possess to support the newcomers’ proactive behaviors in this context. Design/methodology/approach Data were collected through 14 face-to-face, in-depth semi-structured interviews and analyzed with a conventional content analysis method (Paillé and Mucchielli, 2013), involving first a thematic analysis and afterward, a conceptual analysis using MaxQDA11©. Findings The authors’ analysis highlights that when newcomers perceive the formal organizational socialization support as lacking, they regulate their proactive behaviors by seeking indirect guidance, and more precisely, by engaging in informal interactions with insiders likely to help them socialize. These interactions can have a cost in terms of self-image, so newcomers regulate their proactive behaviors by looking for insiders perceived to be psychologically safe, even if they have to look for them in other working contexts. Practical implications Considering the regulation process of newcomers’ proactive behaviors according to their perceptions, human resources management should focus on those perceptions and develop a blended learning approach including formal learning programs, as well as individualized support to facilitate on-the-job learning and respond to personal needs. Special consideration should also be given to interpersonal skills displayed by insiders. Originality/value The originality of the study is the use of a qualitative methodology focusing on newcomers’ main learning strategy according to their perception of organizational socialization support and the psychological safety climate. The limitations of the authors’ work are the size of the study population and the fact that part of the interviewees were successfully socialized by reaching 15 months on their new post at the point where the interviews were conducted.

Peer and informal learning among hospital doctors

2020 ◽  
Vol 32 (4) ◽  
pp. 285-301
Author(s):  
Carlota Riera Claret ◽  
Miguel Ángel Sahagún ◽  
Clara Selva
Keyword(s):  
Informal Learning ◽  
Learning Strategies ◽  
Hospital Setting ◽  
Peer Learning ◽  
Operational Definition ◽  
Organisational Learning ◽  
Ethnographic Study ◽  
Point Of View ◽  
Content Type ◽  
New Perspective

Purpose The purpose of this paper is to analyse everyday interactions in a workplace from the point of view of organisational learning, informal learning and peer learning, as well as the possible relationships that can be established between all three. Design/methodology/approach Insights from nine months of ethnographic study provided an operational definition of equality in an organisation, a better understanding of interactions and informal learning between peers, and about psycho-social determining factors or contexts that favour the exchange of knowledge in an organisation. Findings The findings demonstrate the importance of articulating the three elements (organisational learning, informal learning and peer learning) in a joint interpretative framework. With the results generated, it is proposed to move away from the traditional organisational learning based on knowledge and know-how, to a new perspective focused on sharing and participatory opportunities. In other words, without opportunities to participate, without the support and equal access, the fostering of informal learning can be debatable in terms of democracy. Originality/value The results bring the authors closer to being able to design workplace learning strategies that carefully includes the value of participation opportunities and the influence of a dynamic concept of equality. The ethnography in a hospital setting has allowed the authors to gain a better understanding of the contribution of informal learning to the organisation. The focus on the social context and the roles of relationships in informal learning offers new insights into a complex phenomenon.

Developing entrepreneurial learning triggered by factory tours

2019 ◽  
Vol 26 (6) ◽  
pp. 574-587 ◽  
Author(s):  
Angelo Bonfanti ◽  
Paola Castellani ◽  
Elena Giaretta ◽  
Federico Brunetti
Keyword(s):  
Design Methodology ◽  
Organisational Learning ◽  
Structured Interviews ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Industrial Manufacturing ◽  
Italian Case ◽  
Organisational Values ◽  
External Sources ◽  
Practical Implications

Purpose This paper aims to examine the content dimensions and methods of accelerating the entrepreneurial learning (EL) triggered by participating in learning events, such as factory tours. It particularly focuses on the Italian case of Open Factory – an open-doors event of industrial manufacturing culture. Design/methodology/approach This study adopted a qualitative approach using the “Gioia” methodology. Data were mainly collected through semi-structured interviews with firms participating in and organising Open Factory. Findings The dimensions of EL are learning from critical reflection, experience and external sources, while the enablers of EL (factors that accelerate learning) are varied and connected to organisational learning in the form of individual-, team- and institutional-level learning. Based on these results, this paper proposes a model for developing EL triggered by participating in learning events. Practical implications This research suggests developing appropriate organisational conditions inside firms, especially by entrepreneurs. These conditions are connected to sharing organisational values to foster learning, such as trust, commitment, involvement, awareness, sharing of experiences, exchange, autonomy and freedom. In addition, this study suggests ways that the EL model proposed in this research can be adapted to other learning events. Originality/value This is the first study to connect factory tours to learning events and EL. It highlights the ways that participating in the Open Factory event created the chance to develop learning across organisational levels inside firms.

IFRS adoption, financial reporting quality and cost of capital: a life cycle perspective

2019 ◽  
Vol 31 (3) ◽  
pp. 497-522 ◽  
Author(s):  
Ahsan Habib ◽  
Md. Borhan Uddin Bhuiyan ◽  
Mostafa Monzur Hasan
Keyword(s):  
Life Cycle ◽  
Financial Reporting ◽  
Cost Of Capital ◽  
Reporting Quality ◽  
Financial Reporting Quality ◽  
Cost Of Equity ◽  
Content Type ◽  
Ifrs Adoption ◽  
Life Cycle Stages ◽  
The Impact

Purpose This paper aims to investigate the impact of International Financial Reporting Standards (IFRS) adoption on financial reporting quality and cost of equity. The paper further investigates whether such association varies at different life cycle stages. Design/methodology/approach This paper follows the methodologies of DeAngelo et al. (2006) and Dickinson (2011) to develop proxies for the firms’ stages in the life cycle. Findings Using both pre- and post-IFRS adoption period for Australian listed companies, the paper finds that financial reporting quality reduced and cost of equity increased because of the adoption of IFRS. The paper further evidences that financial reporting quality in the post-IFRS period increased cost of equity. Finally, the paper finds that mature firms produce a better quality of earnings, which result in lower cost of capital. The results indicate that a mature firm was benefited because of the adoption of IFRS. Originality/value The finding of this research is useful to the regulators and practitioners to understand the widespread benefit of IFRS adoption.

scholarly journals Life cycle costing: evaluating its use in UK practice

2015 ◽  
Vol 33 (1) ◽  
pp. 73-87 ◽  
Author(s):  
Anthony Higham ◽  
Chris Fortune ◽  
Howard James
Keyword(s):  
Life Cycle ◽  
Built Environment ◽  
Construction Industry ◽  
Early Stage ◽  
Project Evaluation ◽  
Life Cycle Costing ◽  
Evaluation Tool ◽  
Structured Interviews ◽  
Content Type ◽  
The Uk

Purpose – The purpose of this paper is to establish the extent to which life cycle costing (LCC) is used as an early stage project evaluation tool by practitioners in the UK construction industry. The use of this evaluation tool has long been advocated by academics as a means of ensuring best value rather than lowest cost is a driver for business decisions related to potential built environment projects. Therefore there is a need to appraise its current uptake levels amongst built environment professionals and assess whether there are any barriers affecting its use in UK practice. Design/methodology/approach – Using a mixed methods approach, the authors present the findings from a survey of construction professionals located in the UK and the results from a series of follow up semi-structured interviews designed to further explore the factors found to affect the use of LCC in practice. Findings – The study shows that LCC is still not widely used by built environment professionals in the UK. The greatest inhibitor on the take up of the tool is the need of clients to budget on short-term horizons. Other factors such as a lack awareness of the tool by practitioners and clients, unreliability of data into the long term and the overriding need for commercially driven projects to achieve maximum return on investment continue to inhibit the widespread adoption of LCC as an early stage project evaluation tool. These findings have implications for the capability of the UK construction industry to deliver on its commitment to enhance the sustainability of the built environment. Originality/value – The paper offers insights into the current use of LCC and the factors affecting its use in the UK.

Exploring the role of business relationships in start-ups’ life cycles

IMP Journal ◽  
2018 ◽  
Vol 12 (3) ◽  
pp. 519-543
Author(s):  
Chiara Cantù ◽  
Sepe Giorgia ◽  
Alessandra Tzannis
Keyword(s):  
Life Cycle ◽  
Secondary Data ◽  
Life Cycles ◽  
Business Relationships ◽  
Structured Interviews ◽  
Content Type ◽  
Strategic Resources ◽  
Start Up ◽  
Start Ups

Purpose Differently from previous works that focused on the entrepreneur and on his ability to manage social relationships, the purpose of this paper is to investigate the role of business relationships in the different stages of the life cycle of a start-up. Design/methodology/approach Since the paper aims to explore startups’ evolutionary phenomenon, it adopts a qualitative abductive methodology, presenting an in-depth study of two innovative Italian start-ups. The research is based on two steps. In the first one, the authors collected secondary data from start-ups’ reports and documents, financial indicators (when available) and processed them to understand their background. In the second one, the authors conducted ten semi-structured interviews, including face-to-face interviews, phone interviews and video conferences. Findings The paper presents a relationship-based life cycle model composed of four different stages, depending on the number and role of relationships developed. Indeed, since the beginning, start-ups adopt a relational approach and their evolution involves the shift from the focus on the entrepreneur to the centrality of a network approach based on interconnected relationships. The entering into a new stage of life cycle depends on relationships, mainly based on connected actors and resources shared and combined. Even if a key role is assumed by technology, the main resource is identified in the knowledge concerning the customer/user’s needs that require marketing competencies, human resources, relational capabilities. Thus, the shift from one stage to the next in the start-up’s life cycle is possible thanks to a parallel shift from a focus on the activities to a focus on those strategic and heterogeneous actors that ensure activities. Originality/value In a traditional perspective, the start-up’s life cycle depends on activities, financial resources and revenues, as stated by previous life cycle models. In a different perspective, as depicted in our analysis, the evolution of a start-up depends on the portfolio of their business relationships. The role of business relationships is hence to facilitate the interconnections within specialized key actors, which allow start-ups to access strategic resources. These resources are essential in order to develop the activities that characterize the specific stage of the life cycle.

Learning strategies for competence development in enterprises

2017 ◽  
Vol 49 (1) ◽  
pp. 1-5
Author(s):  
Ulrik Brandi ◽  
Rosa Lisa Iannone
Keyword(s):  
Human Resources ◽  
Learning Strategies ◽  
Design Methodology ◽  
Large Scale ◽  
State Of The Art ◽  
Competence Development ◽  
Abductive Reasoning ◽  
Structured Interviews ◽  
Content Type ◽  
Enterprise Level

Purpose The purpose of this paper is to examine learning strategies for competence development at the enterprise level, and how these can be actualised in practice. The authors focus on three influential aspects, namely: the highest valued employee skills, main triggers for learning and investment in learning, as well as the most successful types of learning. Design/methodology/approach The empirical research was designed according to abductive reasoning. The data draw on research we undertook between 2013 and 2015, including semi-structured interviews with management, human resources and union representatives, as well as questionnaire responses from a total of 31 EU and 163 EU-competitors, across 53 industries and 22 countries. Findings Competence development requires flexible, learner-centred strategies for initiatives that respond to immediate business needs. Additionally, despite soft competences being so highly valued and sought after, investment (financial and other) by enterprises in developing them is low, relative to the investments poured into hard competences. Also, there is a clear employee demand gap for learning that develops soft competences. Originality/value Findings and recommendations are based on a large-scale empirical study, providing state-of-the-art knowledge, upon which we can renew our current learning strategies in workplaces.

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