Miha Škerlavaj

Transactional and Transformational Leadership Impacts on Organizational Learning

This study empirically relates two important areas of management research: the full-range theory of leadership and the organizational learning process. Specifically, this contribution addresses three issues: (1) the impact of transformational leadership and (2) of transactional leadership on the organizational learning process and (3) whether the influence of transformational leadership is stronger than of a transactional type of leadership. The results show that transformational leadership has a strong impact on all four constructs of organizational learning. A direct impact is evident only regarding information acquisition and behavioural and cognitive changes.

Authentic leadership, creativity, and innovation: A multilevel perspective

This study aims to propose and empirically test a multilevel model of cross-level interactions between authentic leadership and innovation at the team level, and perception of support for innovation and creativity at the individual level. We use data from 23 team leaders and 289 team members in a Slovenian manufacturing and processing firm engaged in producing innovative products and customer solutions and conduct a multilevel analysis using hierarchical linear modelling (HLM). The results indicate that whereas perceived team leaders’ authentic leadership directly influences team members’ individual creativity and team innovation, the impact of self-ascribed team leaders’ authentic leadership was not significant. In addition to that, the relationship between team leaders’ authenticity and creativity is mediated by perception of support for innovation. Using a multilevel approach, this is the first study to our knowledge to quantitatively examine the relationship between authentic leadership and creativity and innovation. In addition, unlike previous research on related topics that relied solely on one source of information, we examine authentic leadership with empirical data gathered from both team leaders and their employees.

Patterns and Structures of Intra-Organizational Learning Networks within a Knowledge-Intensive Organization

This paper employs the network perspective to study patterns and structures of intra-organizational learning networks. The theoretical background draws from cognitive theories, theories of homophily and proximity, theories of social exchange, the theory of generalized exchange, small-worlds theory, and social process theory. The levels of analysis applied are actor, dyadic, triadic, and global. Confirmatory social network analysis (exponential random graph modeling) was employed for data analysis. Findings suggest: (1) central actors in the learning network are experienced and hold senior positions in the organizational hierarchy; (2) evidence of homophily (in terms of gender, tenure, and hierarchical level relations) and proximity (in terms of geographical and departmental distances) in learning relationships; (3) learning relationships are non-reciprocal; and (4) transitivity and high local clustering with sparse inter-cluster ties are significant for intra-organizational learning networks.

Networks for Generating and for Validating Ideas: The Social Side of Creativity

Abstract In recent years, research has recognized that creativity is a social process. By communicating with others, individuals get access to novel perspectives and unique knowledge, and they can get political support for their ideas by ensuring that they meet others’ standards. Based on the different function of idea-related communication, we expected the structure of idea-generation networks to differ from that of idea-validation networks. Specifically, we expected different effects of leadership status and tenure. Our results indicated some differences in the structure of the two networks. This leads to the recommendation that future research on idea-related communication and creativity needs to distinguish the different phases of the creative process.

Intra-Organizational Learning Networks within Knowledge-Intensive Learning Environments

Organizational learning contributes to organizational performance. One research question that remains inadequately explained is how learning occurs. Can it be explained by using the acquisition or participation perspectives? Or is there a need for some other view? This paper suggests that learning networks form an important learning environment for knowledge transfer. A case study of a software development and business consulting company is used to test the network perspective on intra-organizational learning. Both exploratory and confirmatory social network analysis of a learning network within the IT company are used to establish learning patterns within organizations. Learning needs to be seen as both participation in communities of practice and a flow of previously acquired knowledge.

Comparative analysis of the organisational learning process in Slovenia, Croatia, and Malaysia

Several empirical studies have proved that better organisational learning induces higher organisational performance. However, none of them addressed the issue of organisational learning process simultaneously in several countries. In our contribution, we aim to test differences in the way companies learn in Slovenia, Croatia, and Malaysia. We used the OLIMP questionnaire, a measurement instrument developed and tested by [Dimovski, V. (1994), Organisational learning and competitive advantage. PhD Thesis, Cleveland, Ohio; Dimovski, V., & Skerlavaj, M. (2005). Performance effects of organisational learning in a transitional economy. Problems and Perspectives in Management 3(4), 56-67]. It employs three measurement variables (information acquisition, information interpretation, and behavioural and cognitive changes) as well as 38 items (presented in the paper) to measure the organisational learning construct. In autumn 2005 data from 203 Slovenian, 202 Croatian and 300 Malaysian companies were gathered. The results indicate that companies in all three countries under scrutiny are closest in terms of behavioural and cognitive changes, meaning that globalisation and other challenges of the modern business environment demand all of them to change and adapt quickly. However, the ways they are coping with these challenges are different. There are more similarities than dissimilarities between Slovenia and Croatia, while this is not the case when comparing both countries to Malaysia. When acquiring information, Slovenian and Croatian companies rely more on internal sources (own employees, past decisions, etc.), while Malaysian companies tend to rely more on external sources and more often have employees dedicated to searching for external information. When trying to interpret the information acquired, Slovenian and Croatian companies rely more on personal contacts, informal team meetings and believe that information given to subordinates must be simple and concise, while Malaysian companies tend to use more formal collective decision-making and written communication to understand the meaning of information.

Towards Network Perspective of Intra- Organizational Learning: Bridging the Gap between Acquisition and Participation Perspective

Organizational learning is a scientific field of growing importance. It has developed from classic and foundational works to the two disparate perspectives today: the acquisition and the participation perspective. The first understands knowledge as a substance, mind as a container, and learning as a transfer of a substance from one mind to another. The second perspective focuses on communities of practice and observes no teaching but rather goal-directed practical learning. We argue that both are incomplete and that there is a need for overarching perspective that would build upon multiple-theoretical and multi-level framework of social network theories. Beside connecting acquisition and participation perspective it addresses organizational learning as a multiplex and dynamic process at individual, group, intra-organizational, as well as relational level of research. This contribution proposes network perspective to intra-organizational learning and develops seven descriptive claims to be tested using real-life case studies of social networks within organizations. Both exploratory and confirmatory social network techniques are to be applied.

Congruence of leader self-perceptions and follower perceptions of authentic leadership: Understanding what authentic leadership is and how it enhances employees’ job satisfaction

We propose and empirically test a multilevel model of cross-level interactions between leader self-perceptions (team level) and follower perceptions of authentic leadership on job satisfaction. Data from 24 supervisors and 171 team members were used. Applying hierarchical linear modelling, we found that follower perceptions of authentic leadership predict employee job satisfaction. We also found support for the interaction effect of leader self-perceptions and follower perceptions of authentic leadership in predicting job satisfaction, integrating the leader- and follower-centric perspectives of authentic leadership. Polynomial regression analysis further supported the fact that the congruence between leader self-perceptions and follower perceptions of authentic leadership is beneficial and that both need to be present at high levels to produce the most beneficial results in terms of followers’ job satisfaction.

The organisational learning process as facilitator of innovativeness

Innovativeness is a key factor regarding the survival and progress of a company in modern business environments. The question is how to facilitate innovativeness in organisations. This article studies the impact of the organisational learning process on innovativeness. We understand innovativeness as a combination of As a methodological framework, we use the partial least square approach to structural equation modelling. The results show that organisational learning has a strong positive direct impact on innovativeness. In addition, the impact of organisational learning on innovation is also indirect, via innovative culture.

Organizational Learning and Performance in Two National Cultures: A Multi-group Structural Equation Modeling Approach

This chapter examines the impact of organizational learning on organizational performance in two countries. Using a multi-group structural equation modeling approach on data from 203 Slovenian and 202 Croatian companies, it tests the impact of the organizational learning process on financial and non-financial performance (NFP). The results show consistent findings between both countries under investigation (which vary only in terms of effect strength). First, the organizational learning process connects information processing with behavioral and cognitive changes. Second, organizational learning has a very strong direct impact on NFP (reflecting performance from employee, supplier, and customer points of view). Third, the effect of organizational learning on financial performance (measured in terms of return on assets and value added per employee) is also positive and strong, but indirect and exhibited through NFP. Finally, no direct effect on financial performance has been observed in any of the two cases. This paper advances the theory and practice of organizational learning by uncovering one specific aspect of the context in which organizational learning processes occur. It is the first of its kind to control for the contextual variables of national culture and economic development regarding the organizational learning – performance link.