Enablers of Organisational Learning, Knowledge Management, and Innovation: Principles, Process, and Practice of Qualitative Data

320 Pages·2021·3.181 MB·English

by  Preethi Kesavan

Preethi Kesavan
Enablers
of Organisational
Learning, Knowledge
Management, and
Innovation
Principles, Process, and Practice
of Qualitative Data
Enablers of Organisational Learning, Knowledge
Management, and Innovation
Preethi Kesavan
Enablers of Organisational
Learning, Knowledge
Management, and Innovation
Principles, Process, and Practice of Qualitative
Data
123
Preethi Kesavan
Maritime IndustryService Sector
AtkeiInternational Pte. Ltd.
Singapore, Singapore
Schoolof Information Systems (SIS)
Singapore ManagementUniversity
Singapore, Singapore
ISBN978-981-15-9792-3 ISBN978-981-15-9793-0 (eBook)
https://doi.org/10.1007/978-981-15-9793-0
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Preface
This book advances a framework, a qualitative data collection process, and text
analytics compositional approaches accessible to students, researchers, university
professors, business practitioners, industry leaders, or any self-learners.
Qualitativeresearchapproachhelpsstudents,researchers,industrypractitioners,
and university professors for investigating the factors that influence organisational
learning, knowledge management and innovation in dispersed team members to
improve performance at work. Several management research and almost all infor-
mationsystemsarticlespublishedcontinuetoexaminetheoutcomesofquantitative
studies.Thegapbetweentheattentionandtakingonqualitativeapproachesmaybe
due tounfamiliarityfor analysinglarge amountof textand qualitativedata. It may
also be due to presumption that only quantitative results are positivist approach.
Thus,adoptingthequalitativemethodologyviatextanalyticswillbeaninnovative
approach in management studies, information systems research, social science
studies for industry practitioners too.
The main benefit the readers would benefit is to gain insights about data col-
lection process, application of text mining, text analytics process, and adopting
qualitative methods in investigating the factors that influence learning, knowledge
management and innovation in dispersed teams in organisation.
Readers and organisational practitioners will find numerous implications for
both managers and employees working in organisational teams, and authors in the
academic environment too. The novelty lies in which the elements suggested are
integratedbypeopleincertainsettingsistosomeextentdifferenteachtime.Thisis
notsamealwaysasfoundinorganisationalmembers’experiencesorwhatiswritten
in the industry white papers depicting ceaseless picture. Practices may be differ-
entiatedwithinorganisationalcontextonmanycharacteristicsandmechanismsthat
enableOL,KM,andimplementationofinnovation.Thus,thepracticalimplications
suggest and depict sufficient space for variety in each organisation. These impli-
cations are discussed in detail in the conclusion chapter.
The subject of the work is an integrative study undertaken by performing
qualitative approach adopting text mining and text analytics in the domains of
knowledge management, organisational learning, innovation in a workplace
v
vi Preface
environmenttofacilitatechangesthatimprovebusinessprocesses.Inordertofoster
learning, manage knowledge and implement innovation, suggestions are provided
inthechaptersabouthowcompaniesmustmakeeffortstocreateanenvironmentto
support social interaction, develop their KM approaches, and execute innovation
practices.
This book presents seven chapters introducing the study and then developing a
review of literature, methodology, and the methods used in data collection and
analysis.Thefindingsarethendiscussedwithreferencetotheliterature,andfinally
implications for future research and practice are presented.
Chapter 1 situates the study in its larger context to examine the background
central to the study.
Chapter2offersinformationontheliteraturewhichservesasacontextualisation
of the literature review and is presented after the introduction. This chapter brings
forward OL, KM, and innovation highlighting their relationship. A discussion of
geographically dispersed private education organisation is provided as it relates to
the study settings, and conceptions of innovation are introduced as the factors
influencing OL, KM, and innovation experiences are established on innovation
concepts. This chapter further develops an argument to support the claim that the
fields intersect in a number of areas. Moreover, this interrelationship is consistent
withthecentralthemesininnovationresearch.Thus,theneedforcurrentresearchis
ascertained upon reviewing calls for research. An analysis of the literature in the
fields of OL, KM, and innovation practices in a geographically dispersed envi-
ronmentshapedbythefactors,characteristics,andmechanismshighlightstheneed
for more understanding that focuses on examining the fields together.
Chapter 3 describes the theory and the methodology. The calls for research and
analysis inviting the author to explore areas that are not thoroughly explored is
presented in reinforcing the necessity for performing this research project.
A full description of all ‘the contextual factors impinging on the inquiry’, as
recommended by Lincoln and Guba (1985, p. 290), is described in Chap. 4. This
chapterdescribestheorganisationtakingpartinthestudyandwhereisitbased,the
type of people who contributed data, the number of participants involved in the
fieldwork, the data collection methods that were employed, the number and length
of the data collection sessions, and the time period over which the data was col-
lected. Furthermore, this chapter describes the iterative process of collecting and
analysingdata.Thisisfollowedbydetailsonthedevelopmentofaresearchdesign
that underpins the study. An introduction to the analysis of the factors influencing
OL,KM,andinnovationpracticesisestablished oninnovationconceptswhichare
presented in Chap. 4. The categorisations of findings from the participants’
sensemaking of terms and discussions are introduced.
Chapter 5 details the research findings, which are analysed with particular
attention on theperceived fitwiththe study’s conceptualframework. Eachchapter
presents features of the participants’ learning, KM, and innovation experiences in
terms of innovation concepts. The relationship between the OL, KM, and inno-
vationoftheorganisationemergesinasingleframework.ThisChap.5establishes
social,architectural,andculturalinnovationandhighlightsthenotionthatnewand
Preface vii
improvisedOL,KM,andinnovationpracticesamongmembersofageographically
dispersed team working in an educational organisation are consequences of these
factors, characteristics, and mechanisms. In this study, OL, KM, and innovation
practices are perceived as collaborative learning, knowledge-sharing mechanisms,
and activities for managing knowledge in a geographically dispersed environment
whichproducesnewsolutions,novelwaystosolveproblems,processestopractice
and adopt, and practical implementation of innovation in organisational practices.
In Chap. 6, the findings are discussed with reference to the literature, and the
three major themes depicted in the findings are elaborated upon. Furthermore, the
findingsarecomparedandcontrastedwithpublishedtheoreticalassumptionsabout
thefactors,characteristics,andmechanismsthatfacilitateOL,KM,andinnovation
experiences in a geographically dispersed environment. In this chapter, innovation
hasbeenfullyexplainedintermsofhowdynamiccompetitivesystemscanexhibit
intricate interactions in organisations and social systems. The experiences of
learning, KM, and innovation practices related through participants’ discourse are
presented first. Following this, the ways in which the experiences reflect collabo-
rated learning, knowledge-sharing mechanisms, and activities adopted for manag-
ing knowledge through the social interaction activities of organisational members
forpracticallyimplementinginnovationarediscussed.Thischapteralsoprovidesa
brief overview of the implications of the findings for OL, KM, and innovation
facilitation in the organisation. Finally, this chapter brings to a close with an
analysis of the integrated model used to make significance of the findings.
Thebookconcludeswithsomecommentsabouttheresearchanditscontribution
totheunderstandingoforganisationalexperienceinChap.7.Theendofthechapter
suggestsareasforfurtherresearchandsuggestionsforemployersandpractitioners.
Thisbookprovidesapointofviewonorganisationalexperiencethatrecognises
the social characteristics, mechanisms, behaviour, and relationships of organisa-
tionalmemberswitheachotherandtheirworkamongmembersofageographically
dispersed team working in an educational organisation. It illustrates the detailed
entwinementofOL,KM,andinnovationexperiencesinageographicallydispersed
environment shaped by social, architectural, and cultural innovation factors and
how they relate to each other. Eventually, one cannot be excluded from the other.
Particularly,thisbookpresentsrefreshinginsightsderivedfromtheexplorationofa
PEIinSingaporeandchallengestheambiguitiesinOL,managingknowledge,and
innovation processes.
This book presents how data is collected, analysed and offers to build theory
aboutthefactorsinfluencingorganisationallearning(OL),knowledgemanagement
(KM),andinnovationamongmembersofageographicallydispersedteamworking
in an educational organisation. Several recent studies have been found to scien-
tifically examine that KM is an important driving factor influencing learning and
subsequently innovativeness in an organisation. Although recent studies have
examinedthedriverstoinnovation,moreneedstobeexploredabouttheenablersof
OL, KM, and innovation among members of a geographically dispersed team in
organisations. This study addressed the aim of the research by putting forward an
integrated discussion extending substantive theory as well as providing input into
viii Preface
developing theories of innovation. The study used grounded theory as
methodology.
The methodological approach is based on innovation theory as a sensitising
concept to simply to lay the foundation for the analysis of research data. In this
study,innovationtheorysuggesteddirectionsinapproachingempiricalexploration
of OL, KM, and innovation practices in geographically dispersed individuals and
team members. The findings are based on the data obtained from a single private
educational organisation which has offices dispersed across Singapore and across
geographical boundaries in Asia. Data obtained through focus group discussions
and interviews revealed about OL, KM, and innovation practices.
The book offers the findings of the study that support the need for integrating
OL, KM, and innovation to improve organisational performance. This study pro-
videsfullerperspectives aboutcollectiverelationshipsandnetworks,organisational
characteristics and structures, and tacit and overt values which organises the phe-
nomenon being studied. The author developed new theory which is built on the
discussion of three themes capturing the essence of experience drawn from varied
situationsandcontextsfromthedata.Firstthemeillustratessocial relationshipand
networks that facilitate OL, KM, and innovation among members of a geographi-
cally dispersed team. Second theme discusses the knowledge-sharing mechanisms
and activities that facilitate OL, KM, and innovation among members of a geo-
graphically dispersed team. Final theme argues the role ofsocial cognitive schema
among members of a geographically dispersed team that facilitates emergent
learning, KM, and innovation. Furthermore, these themes are discussed with ref-
erence to the literatures across OL, KM, and innovation fields.
This book presents emphasising the significance of an integrated model which
illustrates about the enablers OL, KM, and innovation among members of a geo-
graphically dispersed team to improve organisational performance. The study
shows that team members’ experiences are greater experiences generated by indi-
vidual learning. Knowledge is distributed, active, and socially developed by the
network of human relations. Innovation is perceived as implementation of new
ideas, skills, and practices. Learning, KM, and innovation experiences are inti-
mately entwined in the practice of organisational members in a geographically
dispersededucationalorganisation.Asaresult, anumberofimplicationsforfuture
research,andpracticingmanagersandemployersaresuggestedtosharecontextand
share identity, encourage collaboration and ad hoc communications, collaborate
through network of virtual and co-located teams, and to seek, and give feedback.
This study established the factors that facilitate the relationship between OL, KM,
and innovation in an integrated construction. Henceforth, this book presents the
study indicating more integrated organisational practice.
Singapore Preethi Kesavan
Acknowledgements I dedicate this book to my husband Mugi, Sasha, Shriney, Ramya, Kavin,
mum,anddadfortheirsupportofmydream.Theyaretheinspirationformywritingandmylife.
Thankyoufromthebottomofmyheartforbeingthereforme.
Contents
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 Aim of Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.1.1 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.2 Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.3 Assumptions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.4 Research Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.5 Background of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.5.1 Organisational Learning . . . . . . . . . . . . . . . . . . . . . . . . 10
1.5.2 Knowledge Management . . . . . . . . . . . . . . . . . . . . . . . 12
1.5.3 Innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
1.6 Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
1.7 Research Gap. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
1.8 Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
1.9 Significance of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2 Literature Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.2 Singapore’s Education System. . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.2.1 Private Education Institutes in Singapore. . . . . . . . . . . . 23
2.2.2 Competitive Advantage of PEIs . . . . . . . . . . . . . . . . . . 26
2.2.3 Constraints for PEIs . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
2.3 Organisational Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
2.3.1 Defining Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
2.3.2 Definition of OL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
2.3.3 Impetus for Development of OL . . . . . . . . . . . . . . . . . . 31
2.4 Contemporary Perspectives on OL. . . . . . . . . . . . . . . . . . . . . . . 37
2.5 Knowledge Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
2.5.1 Impetus for Development of KM . . . . . . . . . . . . . . . . . 39
2.5.2 Contemporary Perspectives of KM . . . . . . . . . . . . . . . . 40
ix
x Contents
2.6 Innovation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
2.6.1 Contemporary Perspectives of Innovation . . . . . . . . . . . 43
2.7 OL, KM, and Innovation in Geographically Dispersed
Individuals and Team Members. . . . . . . . . . . . . . . . . . . . . . . . . 44
2.7.1 OL, KM, and Innovation Mechanisms and Activities
in Geographically Dispersed Individuals and Team
Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
2.7.2 OL, KM, and Innovation in an Organisation
with Emphasis on the Individual. . . . . . . . . . . . . . . . . . 46
2.7.3 OL, KM, and Innovation in an Organisation
with Emphasis on the Team Members. . . . . . . . . . . . . . 47
2.7.4 OL, KM, and Innovation in a Geographically
Dispersed Organisation with Emphasis
on Organisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
2.7.5 Developing Theory and Practice . . . . . . . . . . . . . . . . . . 49
2.8 Converging Discourses of OL, KM, and Innovation . . . . . . . . . . 50
2.8.1 Social Relationship andNetworksFacilitatesOL,KM,
and Innovation Among Members of a Geographically
Dispersed Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
2.8.2 Knowledge Sharing Mechanisms and Activities
Facilitates OL, KM, and Innovation Among Members
of a Geographically Dispersed Team. . . . . . . . . . . . . . . 56
2.8.3 Social Cognitive Schema Among Members
of a Geographically Dispersed Team Facilitate
Emergent Learning, KM, and Innovation. . . . . . . . . . . . 58
2.8.4 Contemporary Perspectives on OL, KM,
and Innovation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
2.9 Opportunity for New Perspectives . . . . . . . . . . . . . . . . . . . . . . . 62
2.9.1 Calls for Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
2.10 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
3 Theory and Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
3.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
3.2 Developing a Research Approach . . . . . . . . . . . . . . . . . . . . . . . 69
3.2.1 Epistemology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
3.2.2 Theory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
3.3 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
3.3.1 Grounded Theory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
3.3.2 Ethical Considerations . . . . . . . . . . . . . . . . . . . . . . . . . 75
3.3.3 Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
3.3.4 Identifying and Avoiding Bias by Evaluating
the Research Process . . . . . . . . . . . . . . . . . . . . . . . . . . 76
3.3.5 Credibility and Trustworthiness to Research
Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79