Constructs, scales statements and their sources
| Construct | Meaning | Statements |
|---|---|---|
| Knowledge culture | Knowledge culture is consisted of all surrounding conditions that support the effective and efficient flow of knowledge throughout the whole organization (Islam et al., 2013, 2015) | All employees perceive knowledge as a value We have a common language to support knowledge exchange We are encouraged to share knowledge, ideas and thoughts We care about quality of knowledge we share (Kucharska and Bedford, 2020) |
| Learning culture | “(…) learning as one of the organization’s core values, a focus on people, concern for all stakeholders, stimulation of experimentation, encouraging an attitude of responsible risk, readiness to recognize errors and learn from them, and promotion of open and intense communication, as well as the promotion of cooperation, interdependence, and share of knowledge" (Rebelo and Gomes, 2011a, p. 174) Hence, organizational constant learning culture is composed of “learning climate” and “mistakes acceptance.” | “Learning climate” dimension: All staff demonstrate a high learning disposition We are encouraged to personal development We are encouraged to implement new ideas every day We are encouraged to new solutions seeking “Mistakes acceptance” dimension: People know that mistakes are learning consequence and tolerate it up to a certain limit Most people freely declare mistakes We discuss problems openly without blaming Mistakes are tolerated and treated as learning opportunities (Kucharska and Bedford, 2020) |
| Critical thinking | “Critical thinking (CT) is constructive thinking about the world of ours that questions and evaluates its operations, history, and management” (Oswald and Mascarenhas, 2019, p. 151) | Making sense of things is important to me I learn from constructive questioning I like to evaluate my work and find out better solutions on my own (Kucharska and Erickson, 2021) |
| Tacit knowledge awareness | Tacit knowledge is a common outcome from many episodes of non-formal learning. It is often a reactive, situational near-spontaneous and unplanned process. The learner is usually aware of it, but the articulation of its effects in explicit form is delicate without setting aside time for more refection and thus becoming deliberative (Eraut, 2000) | I can create and explain new ideas or insights Even if my idea is hard to explain, I am able to express it or demonstrate it Sometimes I am absolutely sure about a new idea but find it difficult to express As I have accumulated experience, I find it is easier to express (Kucharska and Erickson, 2021) |
| Tacit knowledge sharing | Tacit knowledge sharing is a voluntary, social process. Sharing informal knowledge is an informal voluntary act of the knowledge owner (Kucharska and Kowalczyk, 2016) The tacit knowledge is obtained and shared through experience (Göksel and Aydintan, 2017) | I share knowledge learned from my own experience I have the opportunity to learn from others’ experiences Colleagues share new ideas with me Colleagues include me in discussions about best practices (Kucharska and Erickson, 2021) |
| Process innovation | Process innovation is an ability to constant improvement methods of working (Manu, 1992; Jiménez-Jiménez et al., 2008; Jiménez‐Jiménez and Sanz-Valle, 2011) | We constantly improve the way we work We are good at managing changes We are highly disposed to introduce new methods and procedures We are highly disposed to accept new rules (Kucharska and Erickson, 2021) |
| Product or service innovation | Product or service innovation is an ability to introduce a competitive new product or service on the market (Manu, 1992; Jiménez-Jiménez et al., 2008; Jiménez‐Jiménez and Sanz-Valle, 2011; Eidizadeh et al., 2017) | We provide competitively superior innovations to our clients Our innovations are perceived positively by our clients We are better than competitors at introducing innovations I am proud of our innovations (Kucharska and Erickson, 2021) |
| Construct | Meaning | Statements |
|---|---|---|
| Knowledge culture | Knowledge culture is consisted of all surrounding conditions that support the effective and efficient flow of knowledge throughout the whole organization | All employees perceive knowledge as a value |
| Learning culture | “(…) learning as one of the organization’s core values, a focus on people, concern for all stakeholders, stimulation of experimentation, encouraging an attitude of responsible risk, readiness to recognize errors and learn from them, and promotion of open and intense communication, as well as the promotion of cooperation, interdependence, and share of knowledge" | “Learning climate” dimension: |
| Critical thinking | “Critical thinking (CT) is constructive thinking about the world of ours that questions and evaluates its operations, history, and management” | Making sense of things is important to me |
| Tacit knowledge awareness | Tacit knowledge is a common outcome from many episodes of non-formal learning. It is often a reactive, situational near-spontaneous and unplanned process. The learner is usually aware of it, but the articulation of its effects in explicit form is delicate without setting aside time for more refection and thus becoming deliberative | I can create and explain new ideas or insights |
| Tacit knowledge sharing | Tacit knowledge sharing is a voluntary, social process. Sharing informal knowledge is an informal voluntary act of the knowledge owner | I share knowledge learned from my own experience |
| Process innovation | Process innovation is an ability to constant improvement methods of working | We constantly improve the way we work |
| Product or service innovation | Product or service innovation is an ability to introduce a competitive new product or service on the market | We provide competitively superior innovations to our clients |
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