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The Relationships Among Knowledge Types, Organisational Learning, and Performance

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  • Shu-Hui Chuang

    (Department of Business Administration, Asia University, Taiwan)

Abstract

This study adopts the organisational learning perspective to examine knowledge required by advanced total quality management (TQM) for the purpose to attain organisational performance. Regression analysis was used to test the proposed hypothesis of interest based on a survey of senior managers in 153 largest manufacturing firms in Taiwan. The results of this research showed a positive correlation between TQM practice and knowledge types (e.g., experiential, conceptual, systematic, and routine knowledge). This observation partially indicating that the TQM practice has a mediating effect on organisational performance through the knowledge types. They also demonstrate that organisational learning facilitators have a moderate impact on the relationship between knowledge types and performance improvement. It is concluded that when organisational learning facilitators are well arranged, a provision of knowledge is more likely to be linked to effective learning, hence improving organisational performance.

Suggested Citation

  • Shu-Hui Chuang, 2011. "The Relationships Among Knowledge Types, Organisational Learning, and Performance," Journal of Information & Knowledge Management (JIKM), World Scientific Publishing Co. Pte. Ltd., vol. 10(02), pages 169-181.
    • Handle: RePEc:wsi:jikmxx:v:10:y:2011:i:02:n:s0219649211002912
    DOI: 10.1142/S0219649211002912
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    1. Duffy, Gavan, 1994. "Burdens of Proof in Modern Discourse. By Richard H. Gaskins. New Haven: Yale University Press, 1993. 362p. $35.00," American Political Science Review, Cambridge University Press, vol. 88(3), pages 733-734, September.
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