Cognition, culture and competition: an empirical test of the learning organization

Abstract

This research examines the principal assumption underlying the learning organization literature that organizational learning leads to increased organizational performance and explores the role of organizational learning, culture and focused learning on organizational performance. The study is based on a stratified sample of 181 UK construction firms and adopts a structural equation methodology. As no scales exist from prior research, a new instrument is developed for a learning organization. The results suggest that double‐loop learning and cooperative cultures have a positive effect on organizational performance. The effect of competitive forces means that organizational learning focused on efficiency and proficiency leads to competitive advantage in the UK construction industry.

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