Purpose – The aim of this study is to assess the relationship between some variables (organizational structure, organizational dimension and age, human resource characteristics, the external environment, strategy and quality) and organizational learning culture and evaluate the way they interact with this kind of culture. Design/methodology/approach – Data were collected from 107 Portuguese companies, where a total of 1,122 workers were asked about learning culture through a questionnaire. Data about the other organizational variables of this study were collected in official documents, from scales and also from a structured interview with top managers. Findings – The results revealed that an organic structure, an approach to total quality principles, and highly educated employees, could act as facilitators of the development of a learning culture in organizations. On the other hand, quality certification, firm dimension and age, as well as workers' age, could act as inhibitors of this type of cultural orientation. Research limitations/implications – In spite of the meaningful results found, the cross-sectional nature and the exploratory nature of the research leads us to look carefully at the causality of the relationships under study. Practical implications – The results of this study, in so far as they point out some factors linked to greater cultural orientation to learning in organizations and some factors linked to less orientation to learning, provide clues for organizations concerning better management of their investment in developing this kind of culture. Originality/value – In the literature on organizational learning and learning organizations, culture emerges as a key concept. In fact, organizational culture is mainly conceived as an essential condition to promote and support learning in organizations. Despite its recognized importance in the literature, little research has been devoted to this issue, namely research centered on the related factors that could contribute to its development.

This study explores how a learning culture supported by transformational leadership influences tacit knowledge sharing and change adaptability in higher education and how these relations impact this sector’s internal and external innovativeness. The empirical model was tested on a sample of 368 Polish scientific staff using the structural equation modeling (SEM) method. Then results were expanded by applying OLS regression using SPSS PROCESS macro. Findings revealed that tacit knowledge sharing and change adaptability driven by learning culture are vital links connecting transformational leadership with innovativeness. Moreover, change adaptability was revealed to be a critical factor mediating between tacit knowledge sharing and innovativeness (external and internal). Tacit knowledge sharing and transformational leadership are seen as fully mediated by the mistake acceptance factor in learning culture. Besides, this study provided empirical evidence that higher education institutions must adapt to change constantly and evaluate their internal processes to deliver a higher level of innovative work visible externally. It also shows that leaders supporting a smooth flow of tacit knowledge sharing are central to scientific development because they foster adaptability and innovativeness (external and internal). Furthermore, the influence of the mistakes acceptance component on tacit knowledge sharing is revealed to be moderated by gender.

Purpose: The purpose of this article is to analyse the evolution of the concepts of organizational learning and the learning organization and propose guidelines for the future..Design/methodology/approach: The evolution of organizational learning and the learning organization is analysed in the light of the three‐stage model of the evolution of concepts developed by Reichers and Schneider in 1990.Findings: Based on the aforesaid model, the authors positioned these topics at the beginning of the second stage of evolution, a period characterised by evaluation and the attempt to add to the comprehension of concepts through empirical research and conceptual clarification. Faced with this finding, the authors argue that the development and consolidation of concepts is mainly a question of researchers' responsibility and suggest some key areas to guarantee their progress and their general acceptance in the future.Originality/value: The use of a concept's life cycle stage model as a framework to analyse evolution of the concepts of organizational learning and the learning organization that allows comprehension of their pattern of development and, in consequence, provides a consistent basis to propose guidelines for their future development.

The purpose of this study was to clarify the role of team resilience on different facets of effectiveness (team viability and quality of the group experience). Moreover, given the importance of team resilience for the organizational context, it was also our aim to contribute to the study of the conditions that promote team resilience, analyzing the role of transformational leadership. Finally, we examined whether the relationship between transformational leadership and team resilience stimulates positive team outcomes. Ninety teams (445 employees from 40 companies) were surveyed and path analysis was used in the test of the hypotheses. The results showed a positive direct effect of team resilience on both team viability and the quality of the group experience. Moreover, a positive relationship was also identified between transformational leadership and team resilience. Finally, support was found for the mediated effect of team resilience on the relationship between transformational leadership and the dimensions of team effectiveness considered. The findings of this study highlight the role of team resilience as an intervening process between transformational leadership and team effectiveness. Supervisors should promote team resilience, adopting transformational leadership behaviors, in order to contribute to increase team viability and the quality of the group experience.

Virtuality is noticeably present in organisations and influences the way people interact within teams. This study involved 104 organisational teams with some degree of virtuality and intends to analyze a moderated-mediation model in which virtuality moderates the indirect effect of team conflict on team effectiveness and innovation through team trust. First, results reveal that the negative association between conflict and team trust was significant for task conflict only in teams with low virtuality, and for relationship conflict was significant under low and moderate levels of virtuality. Finally, findings indicate that virtuality moderated the negative mediated relationship between both task and relationship team conflict and team effectiveness only through cognitive trust. Overall, the findings suggest that virtuality may protect team trust from the negative effects of conflict, and they point to the key role of cognitive trust as an antecedent of team effectiveness in hybrid teams.

In the contemporary context of high competitiveness between organizations, organizational learning culture and knowledge management (KM) have been considered key concepts in both academic and managerial settings. This study aims to provide empirical support for the relationship between organizational learning culture and knowledge management, specifically concerning the prediction of learning culture on KM processes. Data collection was carried out through questionnaires in 50 Portuguese manufacturing firms. Data was analyzed at the organizational level using standard multiple regressions. The results showed a significant and positive relationship between learning culture and KM practices. Concerning the two dimensions of learning culture, internal integration was the main predictor for KM formal practices, KM informal practices and strategic management of knowledge, whereas the external adaptation dimension was shown to predict only the strategic management of knowledge. The present study contributes to theoretical and empirical findings concerning the relationship between learning culture and knowledge management processes