The learning-driven organization: toward an integrative model for organizational learning

Abstract

Purpose The purpose of this paper is to propose a model for organizational learning (OL) that can help organizations to transform into a learning-driven organization (LDO); a model that considers the whole ecosystem, its subsystems and considers the importance of technology, digitalization and dataism. The authors seek to answer key questions, specifically, first, what makes an organization learning-driven? and, second, how the learning ecosystem works organization-wide? Design/methodology/approach This paper draws on prior research conducted by the authors in the hospitality sector. Insights were gleaned from both theoretical perspectives and qualitative data drawn from a number of empirical studies. This paper focuses on critically reviewing the literature on OL, and selected organizational development frameworks such as the European Foundation for quality management and investors in people. Findings The authors propose an ecosystem model that entails three subsystems for OL. At this stage, the authors propose a conceptual framework that will be tested in the following part two. Leaders in organizations need to re-design their organizations to incorporate learning at all levels, i.e. individuals, teams and organization-wide. Learning should be an overarching approach within and beyond the boundaries of the organizations; for organizations to learn effectively, learning should be strategized and institutionalized. Research limitations/implications This paper sheds light on the emerging trends in OL in light of the Industry 4.0 revolution with its phenomenal impact on humans and workplace; there is a dire need for research on human-machine balance, role and impact of machine learning and AI technologies. The authors call for setting up an updated agenda for learning and reconstructing learning into the corporate world; not only this but the future research should focus on reviewing and evaluating what did the authors learn about learning and how can the authors further learn, unlearn and re-learn. Practical implications The authors argue that organizations should look into learning as an enabler toward creativity and innovation, which should ultimately lead to excellence and fulfilling the needs of all stakeholders. Organizations should be consciously aware of their emerging intangible assists and proactively encourage their people toward more creativity. Learning can be institutionalized, and the organization transforms into a LDO. Social implications The authors propose an ecosystem model that entails three subsystems for OL. At this stage, the authors propose a conceptual framework that will be tested in the following part two. Leaders in organizations need to re-design their organizations to incorporate learning at all levels, i.e. individuals, teams and organization-wide. Learning should be an overarching approach within and beyond the boundaries of the organizations; for organizations to learn effectively, learning should be strategized and institutionalized. Originality/value The LDO model will help organizations to strategize learning. Strategic learning about understanding a global strategy and how each business unit in an organization contributes its best, most innovative thinking followed by actions that execute the strategic intent of the organization.

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