ST.

MARY’S UNIVERSITY
SCHOOL OF GRADUATE STUDIES
Department: Masters of Business Administration
Course: BUSINESS RESEARCH METHOD

Journal Article Review on Article Titled “Training Practices and

Organizational Learning Capability: Relationship and Implications”

Submitted By:

Name Id. No.

1. Belay Tulu ------------------------------------------ SGS/0104/2013B

2. Elizabeth Gebru------------------------------------- SGS/0116/2013B
3. Emnet Demisse-------------------------------------- SGS/0117/2013B
4. Girum Tsega----------------------------------------- SGS/0121/2013B
5. Janele Chala----------------------------------------- SGS/0124/2013B
6. Rahel Alemu ---------------------------------------- SGS/0132/2013B
7. Raiy Yohannes ------------------------------------- SGS/0134/2013B

Section: MBA2013B-C

Submitted To:

Ins. Ephrem Asefa (Ph.D)

January 23, 2022

 Journal Article Review I

Contents
TITLE ............................................................................................................................................... 1
WORKS CITED................................................................................................................................ 1
OVERVIEW OF REVIEW................................................................................................................ 1
INTRODUCTION............................................................................................................................. 2
LITERATURE REVIEW .............................................................................................................. 2
HYPOTHESES ............................................................................................................................. 3
METHODOLOGY ............................................................................................................................ 5
RESULTS ......................................................................................................................................... 7
DISCUSSION ................................................................................................................................... 8
CONCLUSION ............................................................................................................................... 10
REFERENCES................................................................................................................................ 12
 Journal Article Review 1

TITLE
Training Practices and Organizational Learning Capability: Relationship and Implications

WORKS CITED
Go´mez, P. J., & Lorente, J. J. (2004). Training practices and organisational learning
capability: Relationship and implications. Journal of European Industrial Training,
pp. 234-256. doi: 10.1108/03090590410527636

OVERVIEW OF REVIEW
The purpose of the article or the study is to provide an in-depth study of the relationship between the
form’s training strategy and its learning capability and providing the empirical evidence lacking in
previous works.
The study used the Data Universal Numbering System (Duns 50000 database) to select firms with
more than 50 or more employees. The data collection instrument used is questionnaire. In addition,
the aim of the study and the mailing of the questionnaires were communicated via telephone to the
firs. The dependent variable, organizational learning capability is measured using a multi-item scale
designed around four dimensions. The items were generated using the scales proposed and used
earlier researchers. The items were refined by carrying out a pre-test based on personal interview.
The intended audiences are members of the Spanish Chemical Industries as indirectly stated in the
methodology part.
The study has found a positive significant relationship between ongoing training and learning
capability. Likewise, training provides a common language and a shared vision, making
communication among employees and knowledge transfer easier
The evidence found in the relationship between team-based training and the level of
commitment to learning supports the importance of this type of training as an instrument that
helps create cohered groups that are committed to learning and, therefore, to the constant
renewal and creation of knowledge (Nonaka and Takeuchi, 1995). With regard to job rotation
programs, the results support the positive effect of their use on learning commitment, since
they act as a development tool and improve motivation levels.
The article has good reception and seems to have an impact on the body of knowledge in this
regards as evidenced by 1026 authors who have cited the article.
 Journal Article Review 2

INTRODUCTION
The authors have clearly defined the research problem. The study has identified a gap in
earlier researches pertaining to organizational learning despite relevant contributions have
been made. According to the authors, there is a clear lack of empirical studies that explore the
relationship between human resource management practices and learning and development
even if the literature has recognized the role of human practices in creating and maintaining
competitive advantage.

The study is relevant in that the criteria for designing a training policy influence the firm’s
ability to maintain highly qualified personnel in the long term and to encourage their
flexibility and creativity. The authors have provided adequate literature review.

LITERATURE REVIEW

The core issues of the research that revolve around organizational learning capability are
adequately addressed under the literature review part. The study has shown that
organizational learning has traditionally been considered as one-dimensional construct
although various studies (Eg. Senge ,1990; Nicolini and Menzar , 1995; Salter and Narver
1995) have highlighted its complexity and multi-dimensionality.

The four dimensions of organizational learning capabilities are well addressed by the
literature review. The literature revealed that that developing this capability is based, first, on
the existence of a strong commitment to learning (Stata, 1989; Garvin, 1993). This
commitment implies that management must establish a strategic view towards learning,
making it a visible central element and a valuable tool that will have an influence on
achieving long-term results (Ulrich et al., 1993; Slocum et al., 1994; DiBella et al., 1996;
Hult and Ferrell, 1997).

Second, learning capability is based on the existence of a collective conscience, which

enables the firm to be seen as a system in which each element has to contribute towards
obtaining a satisfactory result (De Geus, 1988; Senge, 1990). This view of the firm as a
system helps to group organizations’ members around a common identity (Sinkula, 1994).

Third, a key part of the organizational learning process is the development of organizational
knowledge, based on the transfer and integration of knowledge that is individually acquired
 Journal Article Review 3

(Nonaka and Takeuchi, 1995). Transfer implies the internal dissemination of knowledge,
mainly through conversations and interactions among individuals (Brown and Duguid, 1991;
Kofman and Senge, 1993; Nicolini and Meznar, 1995).

Based on the literature review above below objective have been stated for further study:

1. Existence of strong commitment to learning;

2. Collective conscience or systems thinking;
3. Openness and experimentation; and
4. Knowledge transfer and integration

The research objective is clearly stated. Accordingly, the objective of the study is to provide
an in-depth study of the relationship between the firms’s training strategy and its learning
capability, providing the empirical evidence lacking in previous works.

This study’s significance is reflected in the fact that the study tries to answer the question that
the criteria for designing training policy influence the firm’s ability to maintain highly
qualified personnel in the long term, and to encourage their flexibility and creativity (Garvin,
1993; Lei et al., 1996). They represent, therefore, a major determining factor in the
organization’s learning capability development.

HYPOTHESES

The significance of training on the organizational learning process is pointed out in numerous
studies (e.g. McGill and Slocum, 1993; Ulrich et al., 1993; Nonaka and Takeuchi, 1995;
DiBella et al., 1996).

All the arguments discussed in the literature review suggest that that orientation towards on-
going training is positively related to each of the four dimensions which make up
organizational learning capability. As a result the following hypotheses are drawn:
H1. The greater the orientation towards on-going training, the greater will be the
organizational learning capability.
H1a. The greater the orientation towards on-going training, the greater the level of
commitment.
H1b. The greater the orientation towards on-going training, the greater the degree of systems
thinking.
 Journal Article Review 4

H1c. The greater the orientation towards on-going training, the greater the degree of
openness and experimentation.
H1d. The greater the orientation towards on-going training, the greater the degree of
knowledge transfer and integration.
The study has also explored the effect of different training methods such as; orientation
towards multi-skill training or towards specific training, considering the individual or the
work team as a training unit, and the use or not of job rotation as a training technique on
the four dimensions of the learning capabilities mentioned above.
As result, multi skill training was taken to have appositive impact on the degree of openness
and acquisition of new knowledge as well as on the degree of knowledge transfer.
Accordingly, the researchers have forwarded the following hypothesis:
H2. The more multi-skill the training given to employees, the greater the organizational
learning capability
H2a. The more multi-skill the training given to employees, the greater the degree of openness
and experimentation.
H2b. The more multi-skill the training given to employees, the greater the degree of
knowledge transfer and integration
The work team as a training unit
The combined effort of all the members will enable the organization to assume the returns
attributable to its highly qualified personnel, since the high performance obtained is not put
down to individual persons.
According to the above, the following hypothesis is deduced:
H3. The greater the use of team-based training, the greater the organizational learning
capability
H3a. The greater the use of team-based training, the greater the level of commitment
H3b. The greater the use of team-based training, the greater the degree of knowledge transfer
and integration
The use of job rotation as a training technique
Training can be provided either in the workplace or outside it, there being different methods
by which to carry it out (Cascio, 1998). One of the types of on-the-job training most
mentioned in the literature on organizational learning is job rotation, considered to be a
practice that has a positive impact on the organizations’ results (Osterman, 1994; MacDuffie,
1995).
 Journal Article Review 5

From the above, the following set of hypotheses can be established:

H4. The greater the use of job rotation, the greater the organizational learning capability
H4a. The greater the use of job rotation, the greater the level of commitment.
H4b. The greater the use of job rotation, the greater the degree of systems thinking.
H4c. The greater the use of job rotation, the greater the degree of knowledge transfer and
integration.

METHODOLOGY
This study tested a hypothesis in the Spanish Chemical industry. The research method
employed by the researchers is explanatory research. However, the research methodology
and any limitation as regards the research design was not clearly stated in the article. The
Data Universal Numbering System, Duns50,000 database was used to select firms with 50 or
more employees (415 companies). However, the sampling method used is not specifically
stated other than indicating the number of companies included in the sample. The selection
criterion is having 50 or more employees. . The units of analysis are firms, however, the key
informants form each firm are the chief executive officer (CEO) and the most senior ranking
human resource manager. The questionnaires were sent to the selected informants. The data
gathering method is questionnaire. The data analysis method chosen is mono-method
quantitative method. Using quantitative method as the single data gathering method may
not allow the researchers to actually capture the true feeling and emotions of the
interviewees as the variables of the study or the four dimensions of learning capability can
better be understood if for instance, observation and interview are also used. .. Data is
gathered by sending the questionnaire via mail. . In order to increase the response rate the
researchers have contacted the firms by telephone to inform of the mailing and to share the
objectives of the study. Since the first attempt was not successful another telephone call was
made to reiterate the importance their participation and the questionnaire was sent again at
the beginning of 2001 for the firms that have not responded on the first mailing.

The instruments used to gather data are adequately described. The authors used multi-item
scale to measure organizational learning capability this measurement scale is adopted from
prior scholars using some of the items included in the scales proposed by Goh and Richards
(1997) and by Hult and Ferrell (1997) for measuring learning capability, as well as in the
 Journal Article Review 6

scale established by Oswald et al. (1994) for measuring shared vision, adapted accordingly.
For remaining items scale was drawn up following prior literature review.
The process of adapting and generating new items was implemented by carrying out a pre-
test, based on personal interviews with five CEOs and six human resources managers from
nine firms in the industry. These activities greatly helped them to identify those items that
were inadequate and to re-word those that were difficult to comprehend. In this way, and
following certain modifications, the 23 initial items were reduced to 16. Each of them is
measured using a Likert scale, 1 being “completely disagree” and 7 “completely agree”. The
proposed scale’s content validity is guaranteed by the literature overview as well as by the
aforementioned pre-test that was carried out. In turn, to evaluate the scale’s reliability, they
performed a principal components analysis on the set of 16 items of the scale. The analysis,
whose results are clearly summarized and stated in the study.
Training policies were measured in this study using semantic deferential scale. The
appropriateness of this scale is vital because it allows a clear differentiation between the
opposite strategic options for each training variable. It also makes it easier to answer the
questions and responds to the study’s objectives.

The study has not only clearly described the instruments used but it also checked the
validity of the scales by analyzing the content validity, reliability convergent validity and
discriminant validity as discussed in the following paragraphs . the reliability and validity
test conducted by the authors on all type of measurement scale. Confirmatory factorial
analysis was carried out to obtain a more in-depth judgement of the dimensionality of the
construct under study (Hair et al., 1999). After evaluating the normality of the variables
involved, different systems of structural equations were analyzed using LISREL 8, following
a competing models strategy. These structural equation models show different aggregation
levels depending on the number of dimensions considered. From this analysis with proposed
model, a second order model that identifies the four dimensions, a conclusion were reached
that individual standardized loades of all the variables are significant ( p < 0.01). The
analysis of the statistically significant correlations among the scale’s four dimensions ( p ,
0.01) provided evidence of convergent validity. To evaluate discriminant validity, a
comparison was made of the correlation among the items within each learning sub-scale with
the correlation among the items of one sub-scale and those in each of the remaining sub-
scales (McGrath, 2001). This comparison should reveal that the correlations in the first case
 Journal Article Review 7

are greater than in the second case. The Cronbach’s alpha coefficient was calculated
separately for each of the four dimensions, achieving values of 0.82, 0.78, 0.73 and 0.80,
respectively. The Cronbach’s alpha for the whole scale is 0.88. So, from this result we can
conclude that the measurement scale that the authors used is reliable and valid.

RESULTS
The authors have clearly stated the major findings in the article. Accordingly, the study has
found a positive significant relationship between ongoing training and organizations learning
capability. Thus, constant investment in training favors the acquisition and generation of new
knowledge and skills, as well as the degree of openness to new ideas (Leonard-Barton, 1992;
DiBella et al., 1996; Lei et al., 1996). Likewise, this training provides a common language
and a shared vision, making communication among employees and knowledge transfer easier
(Garvin, 1993).

The study has provided evidence that backs up the relationship between a firms’ training
strategy and its learning capability. The evidence found in the relationship between team-
based training and the level of commitment to learning supports the importance of this type
of training as an instrument that helps create cohered groups that are committed to learning
and, therefore, to the constant renewal and creation of knowledge (Nonaka and Takeuchi,
1995).

The other finding is the positive effect job rotation programs have on learning commitment,
since they act as a development tool and improve motivation levels. The results also indicate
that job rotation helps to reinforce cohesion among individuals and departments (Lei et al.,
1999).

More over the study has identified that there is no strong evidence to support the control
variables. Thus, an organization’s age or whether it is subsidiary or otherwise has no effect
on its learning capability.

Moreover, the study has incorporated the data analysis in tabular form and has well integrated
with the analysis and conclusions derived.
 Journal Article Review 8

Thus after the analysis they found support for H1a, H1b, H1c, H1d, H3a, H4a, H4b and H4c.
The remaining relationships are not statistically significant. Only variable size shows a light
significance level (p <0.1) related to the dependent variable “Knowledge transfer and
integration” (model 8). Normality tests revealed that all variables were not skewed.
Additionally, no problems exist related to multicollinearity and homoscedasticity. No strong
evidence has been found to support the control variables. Thus, there is no evidence that an
organization’s age or whether it is a subsidiary of a corporation or not affects its learning
capability or the relationship between this capability and training strategy.

DISCUSSION
The results of this study contribute towards organizational learning’s empirical field of study
in two ways. First, they develop and validate a scale for measuring organizational learning
capability that allows the different dimensions forming this capability to be identified.
Second, their study provides evidence to back up the relationship between firms training
strategy and its learning capability.
The theoretical significance of the research is emphasized on the literature on human resource
strategic management has examined the role of the different functions and processes of
human resources in developing strategic capabilities (e.g. Ulrich and Lake, 1991; Lado and
Wilson, 1994; Yeung and Berman, 1997). Likewise, organizational learning has been
considered as a strategic capability that directs resource conversion activities and favors the
existence of sustainable differences among firms (Pettigrew and Whipp, 1991; Mahoney,
1995; Lei et al., 1996, 1999; Snell et al., 1996; Easter by-Smith et al., 2000). This study has
highlighted how both lines of research can be connected, by studying the way in which a
particular human resources strategy (training strategy) affects the development of a strategic
capability (organizational learning).
The study has highlighted the important role played by organizational learning in the current
context, in which knowledge is considered to be a key resource. It also suggested that certain
training strategies influence the organizational learning capability. There is no general
consensus in terms of how managers can contribute towards developing learning capability
more efficiently.
The authors have disclosed the methodological constraint of their study. The first limitation is
that external validity which arises from the concentration of the study on a single industry. In
this case, to assess the generalizability of the findings, the researchers suggested that studies
 Journal Article Review 9

should test the hypothesis presented in the study in other industries. The second limitation is
the sample size that could impose certain limitation while extending the conclusions to the
whole industry. The third limitation is that the study has measured various training policies
using a single item.
The researchers have suggested further research could be directed towards analyzing the
effect of those strategies on performance, using learning capability as a moderating variable
on account of the above constraints and other factors. This would provide a link between two
current lines of research: that analyzing the effect of training on performance (Arago´n-
Sa´nchez et al., 2003; Storey, 2004), and the one relating learning to performance (Henderson
and Cockburn, 1994; Tippins and Sohi, 2003). Another future line of research should analyse
the effect of other human resources strategies (staffing, performance appraisal, career
development, compensation) on learning. This would allow a more in-depth study into the
learning field.
The authors imply for further research by establishing a measurement scale that reveals the
different areas of organizational learning in which managers can act to develop this
capability. A relevant implication, therefore, is the approach taken in the activities and
relations that need to be present for a firm to be considered a learning organization (Hult and
Ferrell, 1997).

This study has analyzed in an isolated way, without taking into account the mutual
relationship between training and other practices of human resource management. This might
limit the effect of training strategies on organizational learning capability. This further treated
by analyzing the relationship between human resources management and learning using a
configurational approach.
 Journal Article Review 10

CONCLUSION
Competition in nowadays becoming very crucial matter between organizations because the
organizations competitive advantage mainly focus on the ability of the company to grow and
to think out of the box and to be customers first choice on their product especially in
developed countries where capital market is highly exercised this issue one of the critical
ones to insure the sustainability of the organization. When we come to in Ethiopian context
this kind of competitive advantage is loosely exercised many reasons can be drawn out of this
as long as it create profit then it is good to go. So when we come to the study it provides an
in-depth study of the relationship between the companies’ training strategy and its learning
capability. It might focus on one industry but it shows the effect of training strategy on
learning capabilities through different factors and it shows for organization ability to grow as
well as to do the job efficiently and effectively. So we could say this research is timely and
worthwhile.

The study shows some bias on the sample there are some contradicted ideas for example in
the abstract “it says On a sample of 111 Spanish companies from the chemical industry” and
also in methodology section “Of the 415 firms included in the study population, only 29
returned both copies of the questionnaire. The sample for our study is, therefore, made up of
111 firms, which gives a response rate of 26.75 per cent.” In this statement it reflects they are
using census but the study didn’t declare any sampling method also it didn’t show how and
why they choose their respondents, this puts the study in question mark for its validity and
reliability.

The study somewhat shows the originality of the work first of all they use full on primary
data gathering method the other thing only for measuring organizational learning capabilities
they use adapted scale from prior-scholars on the remaining items were drawn up following
the overview of the literature. Done by adapting and generating new items was implemented
by carrying out a pre-test, based on personal interviews with five CEOs and six human
resources managers from nine firms in the industry. This can be a proof for original and
significant of the result.

This study highlights the important role played by organizational learning in the current
context, in which knowledge is considered to be a key resource. An important implication for
business can be established from this. Although the literature has pointed out the fundamental
 Journal Article Review 11

role of constant learning as a powerful instrument for the improvement of a firm’s

competitiveness (Pettigrew and Whipp, 1991; Hamel and Prahalad, 1994), there is no general
consensus in terms of how managers can contribute towards developing learning capability
more efficiently. Establishing a measurement scale reveals the different areas of
organizational learning in which managers can act to develop this capability. A relevant
implication, therefore, is the approach taken in the activities and relations that need to be
present for a firm to be considered a learning organization (Hult and Ferrell, 1997). So this
above statements show some implication that the authors provide fresh insights for the
industry and stimulate needed discussion in the field.
 Journal Article Review 12

REFERENCES
Daniel, p. (2020, Aug 11). How to write anarticle review. Retrived From:
http://essaypro.com/blog/article-review
University of Saskatchewan Library. (2011, 05 14). critical reviews of jornal article.
Retrieved from Retrived from: http://library.usask.ca/education/files/Guides/crja.pdf