The relationship among organisational learning, continuous improvement and performance improvement : an evolutionary perspective
By: NI, Wenbin
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Contributor(s): SUN, Hongyi.
Material type: 
ArticlePublisher: Oxfordshire : Routledge, set./out. 2009Total Quality Management & Business Excellence 20, 9-10, p. 1041-1054Abstract: This paper records the research on the relationship between organisational learning (OL), continuous improvement (CI) and performance improvement from an evolutionary perspective. The research may contribute to the literature by providing new explanations to the questions such as whether OL and CI are equal and how OL and CI influence each other. The research is based on the survey data from about 500 companies in 15 countries/regions. Data analysis is based on structural equation modelling (SEM). OL is treated as an evolutionary process and measured separately by previous learning and current learning. The results can be summarised as follows. First, CI directly contributes to performance, while OL does not contribute directly. Second, CI and OL do enhance each other, but there is a time lag. Well-established learning capability contributes to CI, and CI in return supports current OL. The relationship is evolutionary like rolling a snowball. The result suggests that companies have to be patient when implementing OL and also incorporate OL with CI or other problem-oriented programmes.
This paper records the research on the relationship between organisational learning (OL), continuous improvement (CI) and performance improvement from an evolutionary perspective. The research may contribute to the literature by providing new explanations to the questions such as whether OL and CI are equal and how OL and CI influence each other. The research is based on the survey data from about 500 companies in 15 countries/regions. Data analysis is based on structural equation modelling (SEM). OL is treated as an evolutionary process and measured separately by previous learning and current learning. The results can be summarised as follows. First, CI directly contributes to performance, while OL does not contribute directly. Second, CI and OL do enhance each other, but there is a time lag. Well-established learning capability contributes to CI, and CI in return supports current OL. The relationship is evolutionary like rolling a snowball. The result suggests that companies have to be patient when implementing OL and also incorporate OL with CI or other problem-oriented programmes.
Volume 20
Numbers 9-10
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