Organizational Learning in China: Building a Multilevel Approach

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of figures
List of tables
Chapter 1: An integrated theoretical model of organizational learning
1.1 Meaning of organizational learning
1.1.1 Two preconditions of organizational learning
1.1.2 Three perspectives on organizational learning
1.1.2.1 Perspective of systems and behaviors
1.1.2.2 Perspective of information processing
1.1.2.3 Perspective of social interaction
1.1.3 Concept of organizational learning
1.2 Theoretical model of organizational learning
1.2.1 Levels of organizational learning
1.2.1.1 Individual learning
1.2.1.2 Collective learning
1.2.1.3 Organizational-level learning
1.2.1.4 Inter-organizational learning
1.2.2 Two processes of information and knowledge flow in organizational learning
1.2.2.1 Exploitation
1.2.2.2 Exploration
1.2.3 Process of organizational learning
1.2.3.1 Primary model of the organizational learning process
1.2.3.2 Advanced model of the organizational learning process
1.2.3.3 Complex model of the organizational learning process
1.2.3.4 The process view of organizational learning in this study
1.2.4 Comprehensive theoretical model of organizational learning
Chapter 2: The multilevel construct of organizational learning
2.1 Literature review
2.1.1 Empirical studies on organizational learning abroad
2.1.2 Empirical research on organizational learning by chinese scholars
2.2 Pilot study
2.2.1 Research purpose
2.2.2 Methodology
2.2.3 Research process
2.2.3.1 Interviews
2.2.3.2 Encoding and collecting items on organizational learning
2.2.3.3 Preliminary test of organizational learning questionnaire
2.2.3.3.1 Subjects
2.2.3.3.2 Statistical methods
2.2.3.3.3 Analysis of pre-test results
2.3 Construct of organizational learning structure model
2.3.1 Research purpose
2.3.2 Methodology
2.3.2.1 Subjects
2.3.2.2 Measure
2.3.2.3 Statistical method
2.3.2.4 Research procedure
2.3.3 Research results
2.4 Verification of organizational learning structure model
2.4.1 Research process
2.4.2 Methodology
2.4.2.1 Subjects
2.4.2.2 Measure
2.4.2.3 Statistical method
2.4.3 Hypothetical model and measurement model
2.4.4 Results and analysis
2.4.4.1 Results of confirmatory factor analysis
2.4.4.2 Reliability and validity of the organizational learning questionnaire
2.4.4.2.1 Reliability analysis
2.4.4.2.2 Validity analysis
2.5 Analysis and discussion
Chapter 3: The trans-level effectiveness of organizational learning
3.1 The effect of organizational learning on individuals
3.1.1 Research hypothesis
3.1.1.1 Related theories and hypotheses
3.1.1.1.1 Organizational learning and employee satisfaction
3.1.1.1.2 Organizational learning and organizational commitment
3.1.1.1.3 Organizational learning and turnover intention
3.1.1.1.4 Organizational learning and task performance
3.1.1.1.5 The role of organizational learning
3.1.1.1.5.1 Research hypothesis on the role of organizational learning
3.1.1.1.5.2 Mediator variable and moderator variable
3.1.1.2 Research framework
3.1.2 Methodology and procedure
3.1.2.1 Measures
3.1.2.2 Subjects
3.1.2.3 Statistical analysis methods
3.1.2.3.1 Collective-level constructs
3.1.2.3.1.1 Determining the type of collective-level construct
3.1.2.3.1.2 Determining the compositional model of collective-level construct
3.1.2.3.1.3 Determining the level of data source, measurement and analysis
3.1.2.3.2 Demonstration of collective-level CONSTRUCT
3.1.2.3.2.1 Intra-group homogeneity
3.1.2.3.2.2 Interclass difference
3.1.2.3.3 Hierarchical linear model
3.1.3 Research results
3.1.3.1 Test of the research variable questionnaire
3.1.3.2 Descriptive statistics of research variables
3.1.3.3 Direct influence of organizational learning on individual variables
3.1.3.4 The mediating role of individual learning between the collective level learning dimensions and individual variables
3.1.3.4.1 The mediating role of individual learning between collective level learning dimension and employee satisfaction
3.1.3.4.1.1 The mediating role of individual learning between collective learning and employee satisfaction
3.1.3.4.1.2 The mediating role of individual learning between organizational level learning and employee satisfaction
3.1.3.4.1.3 The mediating role of individual learning between inter-
3.1.3.4.1.4 The mediating role of individual learning between explorative learning and employee satisfaction
3.1.3.4.2 The mediating effect of individual learning between collective learning dimension and affective commitment
3.1.3.4.2.1 The mediating effect of individual learning between organizational level learning and affective commitment
3.1.3.4.2.2 The mediating effect of individual learning between inter-
3.1.3.4.2.3 The mediating role of individual learning between exploitative learning and affective commitment
3.1.3.4.2.4 The mediating role of individual learning between explorative learning and affective commitment
3.1.3.4.3 The mediating effect of individual learning between the dimensions of collective-level learning and individual variables
3.1.3.5 The moderating role of organizational learning in individual mechanism of action
3.1.3.5.1 The moderating effect of organizational learning on the relationship between employee satisfaction and turnover intention
3.1.3.5.1.1 Results of hierarchical linear model and hierarchical regression analysis
3.1.3.5.2 The moderating effect of organizational learning on the relationship between affective commitment and turnover intention
3.1.3.5.2.1 Results of hierarchical linear model and hierarchical regression analysis
3.1.4 Summary
3.1.4.1 The influence of organizational learning on employees’ work attitude and task performance
3.1.4.2 The moderating effect of organizational learning
3.1.4.3 The overall analysis of the effect of organizational learning on individuals
3.2 The effect of organizational learning on organization
3.2.1 Research hypothesis
3.2.1.1 Organizational learning and organizational innovation
3.2.1.2 Organizational learning and financial performance
3.2.1.3 The role and effect of organizational innovation
3.2.2 Methodology and procedures
3.2.2.1 Measures
3.2.2.2 Subjects and statistical analysis methods
3.2.3 Research results
3.2.3.1 Test of other research questionnaires
3.2.3.2 The test of using the average of individual data as the collective-level variable
3.2.3.3 Descriptive statistics for research variables
3.2.3.4 The relationship between organizational learning and organizational innovation and financial performance
3.2.3.4.1 The direct effect of organizational learning on organizational innovation and corporate financial performance
3.2.3.4.2 The mediating effect of organizational innovation in the impact of organizational learning on financial performance
3.3 The integrating model of organizational learning on individual and organization
Notes
Chapter 4: The generative mechanism of organizational learning
4.1 Theoretical model of the generative mechanism of organizational learning
4.1.1 Transformational leadership and transactional leadership
4.1.2 The relationship between transformational leadership and transactional leadership and organizational learning
4.1.3 The mediating effect of human resource management practice and organizational culture
4.1.3.1 The mediating effect of human resource management practice
4.1.3.2 The mediating effect of organizational culture
4.1.4 The construct of the generative mechanisms of organizational learning
4.2 Leadership—the foundation of generative mechanisms of organizational learning
4.2.1 The influence of transformational leadership on organizational learning
4.2.1.1 Literature review and research hypotheses
4.2.1.1.1 Research overview of the relationship between transformational leadership and organizational learning
4.2.1.1.2 The research hypotheses are set forth
4.2.1.2 Methodology
4.2.1.2.1 Subjects
4.2.1.2.2 MEASURES
4.2.1.2.3 Statistical method
4.2.1.3 Research results
4.2.1.4 Analysis and discussion
4.2.1.4.1 Discussion
4.2.2 The influence of paternalistic leadership on organizational learning
4.2.2.1 Question presentation
4.2.2.2 Methodology
4.2.2.2.1 Subjects
4.2.2.2.2 MEASURES
4.2.2.2.3 Statistical method
4.2.2.3 Research results
4.2.2.3.1 Results of descriptive statistics
4.2.2.3.2 Confirmatory factor analysis results of each MEASURE
4.2.2.3.3 The effect of paternalistic leadership on organizational learning
4.2.2.3.3.1 The direct effect of paternalistic leadership on organizational
4.2.2.3.3.2 The interaction effect of paternalistic leadership on organizational learning
4.2.2.4 Discussions
4.2.2.5 Conclusion
4.2.3 The effect of paternalistic leadership on the balance between explorative learning and exploitative learning
4.2.3.1 Theoretical review and presentation of research questions
4.2.3.1.1 Study on explorative learning and exploitative learning
4.2.3.1.2 Study of paternalistic leadership’s effect on the balance between explorative learning and exploitative learning
4.2.3.1.3 Presentation of question
4.2.3.2 Research methods
4.2.3.3 Research results
4.2.3.3.1 Descriptive statistical results
4.2.3.3.2 Confirmatory factor analysis results of each MEASURE
4.2.3.3.3 The influence of paternalistic leadership in the balance between explorative learning and exploitative learning
4.2.3.4 Discussion
4.2.3.4.1 The influence of paternalistic leadership on the balance between explorative learning and exploitative learning
4.2.3.4.2 Synthesis of the conclusions
4.2.4 The influence of transactional leadership on organizational learning
4.2.4.1 Literature review and research hypotheses
4.2.4.2 Methodology
4.2.4.2.1 Subjects
4.2.4.2.2 MEASURES
4.2.4.2.3 Statistical method
4.2.4.3 Research result
4.2.4.4 Discussion
4.2.5 The construct of learning leadership and the evolution of its effect on organizational learning
4.2.5.1 Introduction
4.2.5.2 Theoretical basis and research questions
4.2.5.2.1 Study on transformational leadership, transactional leadership and paternalistic leadership and their relationship with organizational learning
4.2.5.2.2 Servant leadership and its relationship with organizational learning
4.2.5.2.3 The presentation of learning leadership and questions to be studied
4.2.5.3 Research process and methods
4.2.5.3.1 MEASURES
4.2.5.3.2 Subjects
4.2.5.3.3 Reliability and validity of variables
4.2.5.4 Research result and analysis
4.2.5.4.1 Descriptive statistical results
4.2.5.4.2 The construct of learning leadership structure model
4.2.5.4.2.1 Selection of learning leadership behaviors based on four leadership styles
4.2.5.4.2.2 The construct of learning leadership model
4.2.5.4.3 The effect of learning leadership on organizational learning
4.2.5.4.3.1 The total effect of learning leadership on organizational learning
4.2.5.4.3.2 Effect of learning leadership in various concrete aspects of organizational learning
4.2.5.4.3.3 Changes of the effect of learning leadership on organizational learning with the development stage of the organization
4.2.5.5 Discussion
4.2.5.5.1 The structural model of learning leadership
4.2.5.5.2 The role of learning leadership in organizational learning
4.2.5.5.2.1 The general and specific effects of learning leadership on organizational learning
4.2.5.5.2.2 Comparison between learning leadership’s effect on explorative learning and exploitative learning
4.2.5.5.3 The evolution of effects of learning leadership on organizational learning in ORGANIZATIONAL development stages
4.2.5.5.4 Direction of future research
4.2.5.6 Conclusion
4.3 Organizational culture—soft factor of the generative mechanism of organizational learning
4.3.1 The influence of internal facilitating factors on organizational learning
4.3.1.1 Literature review and questions presentation
4.3.1.2 The Construction of Internal Facilitating Factors in Organizational Learning
4.3.1.2.1 Research process
4.3.1.2.1.1 Item collection and compiling of initial questionnaire
4.3.1.2.1.2 Subjects
4.3.1.2.2 Research result
4.3.1.3 Relationship between the internal facilitating factors of organizational learning and the orientation of organizational learning
4.3.1.4 Discussion
4.3.1.4.1 The structure of internal facilitating factors of organizational learning
4.3.1.4.2 The relationship between internal facilitating factors and organizational learning orientation
4.3.2 The full mediation of organizational culture between leadership and organizational learning
4.3.2.1 Research hypothesis
4.3.2.1.1 The relationship between transformational and transactional leadership and organizational learning
4.3.2.1.2 The mediation of organizational culture
4.3.2.2 Research method
4.3.2.2.1 Subjects
4.3.2.2.2 MEASURES
4.3.2.2.3 Research method
4.3.2.3 Research result
4.3.2.3.1 Descriptive statistics of each research variable
4.3.2.3.2 The mediating effect of organizational culture between leadership and organizational learning
4.3.2.4 Analysis and discussion
4.3.2.4.1 Difference in the role of transformational leadership and transactional leadership
4.3.2.4.2 The full mediating role of organizational culture
4.3.2.4.3 The inspirations of this study for leaders to lead organizational learning in chinese companies
4.4 Human resource management practice—hard factor of the generative mechanism of organizational learning
4.4.1 The direct influence of human resource management practice on organizational learning
4.4.1.1 Literature review and research hypothesis
4.4.1.2 Research object and research process
4.4.1.2.1 Subjects
4.4.1.2.2 MEASURES
4.4.1.3 Research results
4.4.1.3.1 Descriptive statistical results
4.4.1.3.2 The influence of human resource management practice on organizational learning
4.4.1.4 Discussion
4.4.2 The mediating role of human resource management practice between paternalistic leadership and organizational learning
4.4.2.1 Introduction
4.4.2.2 Literature review and research hypotheses
4.4.2.2.1 The relationship between paternalistic leadership and organizational learning
4.4.2.2.2 The effect of human resource management practice in the relationship between paternalistic leadership and organizational learning
4.4.2.3 Research methods
4.4.2.3.1 Subjects
4.4.2.3.2 MEASURES
4.4.2.3.3 Statistical method
4.4.2.4 Research results
4.4.2.4.1 The results of exploratory and confirmatory factor analysis on the human resource management practice questionnaire
4.4.2.4.2 Results of confirmatory factor analysis on paternalistic leadership and organizational learning
4.4.2.4.3 Descriptive statistical results
4.4.2.4.4 The mediating effect of human resource management practice in the influence of paternalistic leadership on organizational learning
4.4.2.5 Conclusion and discussion
4.4.2.5.1 The relationship between paternalistic leadership and organizational learning
4.4.2.5.2 The mediating mechanism of human resource management practice in the relationship between paternalistic leadership and organizational learning
4.4.2.5.3 The theoretical and practical implication of this study
Chapter 5: Future trend of organizational learning research
5.1 The multilevel nature of organizational learning methodology
5.2 Multilevel interaction in the organizational learning process
5.3 Multilevel and complex effective mechanism of organizational learning
5.4 Multilevel and integrating generative mechanism of organizational learning
5.5 Three-dimensional theory of organizational learning
Appendix: Organizational learning questionnaire (29 items, compared with the learning practices of your company)
References
Index