A relação entre aprendizagem organizacional, inovação e cultura organizacional

Detalhes bibliográficos
Autor(a) principal: Ferreira, Marcos Antonio
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/21800
Resumo: Knowledge as an economic asset, capable of generating value for the organization, has taken on importance in literature and has been studied in academia since then. With this change, new questions have been formulated. Theoretical models were developed to identify how this knowledge could be converted into competitive advantage, and also on the role of organizational culture in the creation of knowledge, by authors such as Senge (1990). Subsequently, the relation between learning and innovation of Nonaka and Takeuchi (1995) evidences an opportunity of studies to establish these effects empirically. On the other hand, from the theoretical model of Cameron and Quinn (2006) and the Quinn Typology, as presented in Santos (2000), one can refine these relations of the effects of organizational culture on organizational learning and innovation, outlining the effect of culture by its subtypes: group, innovative, hierarchical and rational. Therefore, the objective of this work is to verify the effects of cultural subtypes on organizational learning and its effect on innovation. Then, to verify if the organizational culture, through its subtypes, has effect on innovation. Given that a range of resources is demanded by organizations aiming at the fulfillment of their mission, having a good team and the necessary technologies were considered in the past as sufficient elements to keep an organization profitable and competitive. However, research conducted on different continents, countries and industries showed that only the strategy of providing the team with the structural conditions, skills for teamwork and technical expertise, and strengthening the necessary capabilities were not enough to generate strategic potential, capture opportunities and improve innovative capacity. Given the objectives of this work, the hypotheses to be tested relate to the relationship between organizational learning and innovation, organizational culture and learning and also innovation. Following Sanz-Valle et al. (2011) and based on the theory outlined by Hair Jr. et al. (2006), the analysis will be constructed in two stages: first the confirmatory factorial analysis is done to validate the instruments and then the structural equations modeling is used to test the hypotheses proposed. A research instrument was used to collect data on the perception of collaborators about their organizations. This instrument returned 168 responses and approximately 90 of these were valid for the quantitative study. From the modeling of structural equations it was observed that there is a positive and statistically significant effect of group culture in organizational learning, and statistically significant effects, however, inconclusive effects of learning in innovation, and of group culture in innovation
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spelling Santos, Neusa Maria Bastos FernandesFerreira, Marcos Antonio2018-12-19T09:29:50Z2018-12-05Ferreira, Marcos Antonio. A relação entre aprendizagem organizacional, inovação e cultura organizacional. 2018. 104 f. Dissertação (Mestrado em Administração) – Programa de Estudos Pós-Graduados em Administração, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21800Knowledge as an economic asset, capable of generating value for the organization, has taken on importance in literature and has been studied in academia since then. With this change, new questions have been formulated. Theoretical models were developed to identify how this knowledge could be converted into competitive advantage, and also on the role of organizational culture in the creation of knowledge, by authors such as Senge (1990). Subsequently, the relation between learning and innovation of Nonaka and Takeuchi (1995) evidences an opportunity of studies to establish these effects empirically. On the other hand, from the theoretical model of Cameron and Quinn (2006) and the Quinn Typology, as presented in Santos (2000), one can refine these relations of the effects of organizational culture on organizational learning and innovation, outlining the effect of culture by its subtypes: group, innovative, hierarchical and rational. Therefore, the objective of this work is to verify the effects of cultural subtypes on organizational learning and its effect on innovation. Then, to verify if the organizational culture, through its subtypes, has effect on innovation. Given that a range of resources is demanded by organizations aiming at the fulfillment of their mission, having a good team and the necessary technologies were considered in the past as sufficient elements to keep an organization profitable and competitive. However, research conducted on different continents, countries and industries showed that only the strategy of providing the team with the structural conditions, skills for teamwork and technical expertise, and strengthening the necessary capabilities were not enough to generate strategic potential, capture opportunities and improve innovative capacity. Given the objectives of this work, the hypotheses to be tested relate to the relationship between organizational learning and innovation, organizational culture and learning and also innovation. Following Sanz-Valle et al. (2011) and based on the theory outlined by Hair Jr. et al. (2006), the analysis will be constructed in two stages: first the confirmatory factorial analysis is done to validate the instruments and then the structural equations modeling is used to test the hypotheses proposed. A research instrument was used to collect data on the perception of collaborators about their organizations. This instrument returned 168 responses and approximately 90 of these were valid for the quantitative study. From the modeling of structural equations it was observed that there is a positive and statistically significant effect of group culture in organizational learning, and statistically significant effects, however, inconclusive effects of learning in innovation, and of group culture in innovationO conhecimento como um ativo econômico, capaz de gerar valor para a organização, tomou importância na literatura e vem sendo estudado na academia desde então. Com essa inserção, novas questões passaram a ser formuladas. Modelos teóricos foram desenvolvidos para identificar como este conhecimento poderia ser convertido em vantagem competitiva alavancando o negócio, e também sobre o papel da cultura organizacional na criação do conhecimento, por autores como Senge (1990). Posteriormente a relação entre aprendizagem e inovação de Nonaka e Takeuchi (1995) evidencia uma oportunidade de estudos para estabelecer estes efeitos empiricamente. Por outro lado, a partir do modelo teórico de Cameron e Quinn (2006) e da Tipologia de Quinn, conforme apresentado em Santos (2000), pode-se refinar estas relações dos efeitos da cultura organizacional sobre aprendizagem organizacional e inovação, delineando o efeito de cultura por seus subtipos, grupal, inovativa, hierárquica e racional. Sendo assim, o objetivo deste trabalho é verificar os efeitos dos subtipos de cultural sobre aprendizagem organizacional e o efeito desta sobre inovação. Em seguida, verificar se a cultura organizacional, através dos seus subtipos, tem efeito sobre inovação. Dado que uma gama de recursos é demandada pelas organizações objetivando o cumprimento de sua missão. Possuir um bom time e as tecnologias necessárias foram considerados no passado como elementos suficientes para manter uma organização viva e atuante. Contudo, pesquisas conduzidas em diferentes continentes, países e indústrias evidenciaram que somente a estratégia de prover ao time as condições estruturais, habilidades para o trabalho em equipe e conhecimentos técnicos, e reforçar as capacidades necessárias, não eram suficientes para a geração de potencial estratégico, capturar oportunidades e melhoria da capacidade inovadora. Dados os objetivos do trabalho, as hipóteses a serem testadas dizem respeito a relação entre aprendizagem organizacional e inovação, cultura organizacional e aprendizagem e também inovação. Seguindo Sanz-Valle et al. (2011) e baseado na teoria delineada por Hair Jr. et al. (2006), a análise será construída em dois estágios: primeiro faz-se a análise fatorial confirmatória para validar os instrumentos e, em seguida, usa-se a modelagem de equações estruturais para testar as hipóteses propostas. Foi aplicado um instrumento de pesquisa para coleta de dados sobre a percepção de colaboradoras sobre suas organizações. Este instrumento retornou uma base de 168 respostas e 90 destas foram válidas para o estudo quantitativo. Da modelagem de equações estruturais foi observado que existe um efeito positivo e estatisticamente significante de cultura grupal em aprendizagem organizacional, e efeitos estatisticamente significantes, porém inconclusivos quanto a direção do efeito da aprendizagem em inovação, e de cultura grupal em inovaçãoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/47873/Marcos%20Antonio%20Ferreira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em AdministraçãoPUC-SPBrasilFaculdade de Economia, Administração, Contábeis e AtuariaisAprendizagem organizacionalDifusão de inovaçõesCultura organizacionalOrganizational learningDiffusion of innovationsOrganizational cultureCNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAOA relação entre aprendizagem organizacional, inovação e cultura organizacionalDissertaçãoinfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMarcos Antonio Ferreira.pdf.txtMarcos Antonio Ferreira.pdf.txtExtracted texttext/plain155388https://repositorio.pucsp.br/xmlui/bitstream/handle/21800/4/Marcos%20Antonio%20Ferreira.pdf.txtd61d9d66e5dcf7ee0455070d1d6c199eMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv A relação entre aprendizagem organizacional, inovação e cultura organizacional
title A relação entre aprendizagem organizacional, inovação e cultura organizacional
spellingShingle A relação entre aprendizagem organizacional, inovação e cultura organizacional
Ferreira, Marcos Antonio
Aprendizagem organizacional
Difusão de inovações
Cultura organizacional
Organizational learning
Diffusion of innovations
Organizational culture
CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
title_short A relação entre aprendizagem organizacional, inovação e cultura organizacional
title_full A relação entre aprendizagem organizacional, inovação e cultura organizacional
title_fullStr A relação entre aprendizagem organizacional, inovação e cultura organizacional
title_full_unstemmed A relação entre aprendizagem organizacional, inovação e cultura organizacional
title_sort A relação entre aprendizagem organizacional, inovação e cultura organizacional
author Ferreira, Marcos Antonio
author_facet Ferreira, Marcos Antonio
author_role author
dc.contributor.advisor1.fl_str_mv Santos, Neusa Maria Bastos Fernandes
dc.contributor.author.fl_str_mv Ferreira, Marcos Antonio
contributor_str_mv Santos, Neusa Maria Bastos Fernandes
dc.subject.eng.fl_str_mv Aprendizagem organizacional
Difusão de inovações
Cultura organizacional
Organizational learning
Diffusion of innovations
Organizational culture
topic Aprendizagem organizacional
Difusão de inovações
Cultura organizacional
Organizational learning
Diffusion of innovations
Organizational culture
CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO
description Knowledge as an economic asset, capable of generating value for the organization, has taken on importance in literature and has been studied in academia since then. With this change, new questions have been formulated. Theoretical models were developed to identify how this knowledge could be converted into competitive advantage, and also on the role of organizational culture in the creation of knowledge, by authors such as Senge (1990). Subsequently, the relation between learning and innovation of Nonaka and Takeuchi (1995) evidences an opportunity of studies to establish these effects empirically. On the other hand, from the theoretical model of Cameron and Quinn (2006) and the Quinn Typology, as presented in Santos (2000), one can refine these relations of the effects of organizational culture on organizational learning and innovation, outlining the effect of culture by its subtypes: group, innovative, hierarchical and rational. Therefore, the objective of this work is to verify the effects of cultural subtypes on organizational learning and its effect on innovation. Then, to verify if the organizational culture, through its subtypes, has effect on innovation. Given that a range of resources is demanded by organizations aiming at the fulfillment of their mission, having a good team and the necessary technologies were considered in the past as sufficient elements to keep an organization profitable and competitive. However, research conducted on different continents, countries and industries showed that only the strategy of providing the team with the structural conditions, skills for teamwork and technical expertise, and strengthening the necessary capabilities were not enough to generate strategic potential, capture opportunities and improve innovative capacity. Given the objectives of this work, the hypotheses to be tested relate to the relationship between organizational learning and innovation, organizational culture and learning and also innovation. Following Sanz-Valle et al. (2011) and based on the theory outlined by Hair Jr. et al. (2006), the analysis will be constructed in two stages: first the confirmatory factorial analysis is done to validate the instruments and then the structural equations modeling is used to test the hypotheses proposed. A research instrument was used to collect data on the perception of collaborators about their organizations. This instrument returned 168 responses and approximately 90 of these were valid for the quantitative study. From the modeling of structural equations it was observed that there is a positive and statistically significant effect of group culture in organizational learning, and statistically significant effects, however, inconclusive effects of learning in innovation, and of group culture in innovation
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-12-19T09:29:50Z
dc.date.issued.fl_str_mv 2018-12-05
dc.type.driver.fl_str_mv Dissertação
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dc.identifier.citation.fl_str_mv Ferreira, Marcos Antonio. A relação entre aprendizagem organizacional, inovação e cultura organizacional. 2018. 104 f. Dissertação (Mestrado em Administração) – Programa de Estudos Pós-Graduados em Administração, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/21800
identifier_str_mv Ferreira, Marcos Antonio. A relação entre aprendizagem organizacional, inovação e cultura organizacional. 2018. 104 f. Dissertação (Mestrado em Administração) – Programa de Estudos Pós-Graduados em Administração, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.
url https://tede2.pucsp.br/handle/handle/21800
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dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Administração
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Economia, Administração, Contábeis e Atuariais
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
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