The role of Agility and Institutional Barriers in the relationship between Learning Orientation and Performance
DOI:
https://doi.org/10.7213/rebrae.10.001.AO06Palabras clave:
Learning Orientation, Agility, Institutional barriers, Performance.Resumen
Learning oriented organizations possess unique characteristics that allow them to be ahead of competitors and achieve competitive advantage. These firms are able to gather, process and use cutting-edge information and knowledge that take them to a higher baseline, developing competences able to transform members ‘mindsets, foresee and adapt itself according to the environment adversities, promote internal and external innovations and, as a consequence, achieve superior performance outcomes. The field literature about the relationship between learning orientation (LO) and performance (PE) points out the benefits of mediators in order to enhance results. Based on previous empirical research results, two important and unpublished constructs of these relationship are investigated in this article: Agility, relating to the speed knowledge is used in organization’s favor, and Institutional Barriers, obstacles that tend to block the learning process impeding to achieve better results. Therefore, this study purpose was to identify the roles of agility and institutional barriers in the relationship between LO and PE, through a literature review. It was possible to conclude that there is no study that relates this two relevant constructs to the LO-PE relationship, what highlight the relevance of this research and show scarcity of research around the theme. Finally, agility, as well as institutional barriers appeared to assume different roles in the considered relationship.Descargas
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