Given the importance of OL for enhancing technical innovation in the firms, a number of studies have tried to identify their main determinants. Among these, the literature highlights the role of information technologies, firm strategy, organizational design and, more recently, human resources management and organizational culture (Senge, 1990; McGillet al., 1992; Harvey and Denton, 1999; Alavi and Leinder, 2001), since human beings are the main element in knowledge creation (Lang, 2001). Regarding organizational culture, a number of studies suggest that it plays a key role in the organizational learning process (De Long and Fahey, 2000; Argote et al., 2003, Castro et al,2013l). Organizational culture can be defined as the values, beliefs and
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It is usual in companies operating in dynamic contexts and in those seeking to be leaders in their markets. The key values characterizing adhocracy culture are creativity, entrepreneurship and risk taking. Clan culture also emphasizes flexibility but it is internally focused. Characteristics of clan-type firms are teamwork, employee involvement and corporate commitment to employees. Market culture is externally focused, but with control and stability. The core values of firms with this culture are goals achievement, consistency and competitiveness. Finally, Hierarchy culture is also control oriented but focuses on the internal organization. Efficiency and close adherence to norms, rules and regulations are its main characteristics. Having defined the Cameron and Quinn (1999) types of culture, the relationship between culture and organizational learning is now examined, starting from a review of the literature analysing the culture values which foster them. There are various studies which analyze the characteristics of a learning or knowledge-oriented culture. According to Gupta and Singhal (1993), organizational learning demands a high degree of commitment at all levels of the organization, which entails a culture that bases its potential on the desire to improve and learn shared by all the members of the organization. Nonaka and Takeuchi (1995) underline the importance of organizational commitment, the desire to improve and learn, the interaction with others, communication and open dialogue, creativity and openness. De Long and Fahey (2000) highlight external orientation, intense debate, high levels of participation and autonomy or orientation to challenge the existing beliefs and existing ways of working. Perezet al.(2004) suggest that a learning oriented culture, which they call collaborative culture, must include along-term vision and continuous change and improvement orientation,
It is usual in companies operating in dynamic contexts and in those seeking to be leaders in their markets. The key values characterizing adhocracy culture are creativity, entrepreneurship and risk taking. Clan culture also emphasizes flexibility but it is internally focused. Characteristics of clan-type firms are teamwork, employee involvement and corporate commitment to employees. Market culture is externally focused, but with control and stability. The core values of firms with this culture are goals achievement, consistency and competitiveness. Finally, Hierarchy culture is also control oriented but focuses on the internal organization. Efficiency and close adherence to norms, rules and regulations are its main characteristics. Having defined the Cameron and Quinn (1999) types of culture, the relationship between culture and organizational learning is now examined, starting from a review of the literature analysing the culture values which foster them. There are various studies which analyze the characteristics of a learning or knowledge-oriented culture. According to Gupta and Singhal (1993), organizational learning demands a high degree of commitment at all levels of the organization, which entails a culture that bases its potential on the desire to improve and learn shared by all the members of the organization. Nonaka and Takeuchi (1995) underline the importance of organizational commitment, the desire to improve and learn, the interaction with others, communication and open dialogue, creativity and openness. De Long and Fahey (2000) highlight external orientation, intense debate, high levels of participation and autonomy or orientation to challenge the existing beliefs and existing ways of working. Perezet al.(2004) suggest that a learning oriented culture, which they call collaborative culture, must include along-term vision and continuous change and improvement orientation,