Table 2. Framework on OL characteristics... | Emerald Publishing

Table 2.

Framework on OL characteristics

Dimensions	Sub-dimensions	Characteristics	References
Learning orientation	Learning orientation – contextual	Learning culture	Jamali (2006), Wilson and Beard (2014)
	Learning orientation – contextual	Learning approach to strategy	Moilanen (2001, 2005), Jamali (2006), Wilson and Beard (2014)
	Learning orientation – individual	Openness to new ideas	Damanpour (1991), Sinkula et al. (1997), Verona (1999), Moilanen (2001, 2005), Akgun et al. (2007), Garvin et al. (2008), Zhou et al. (2015)
		Appreciation of differences	Garvin et al. (2008)
		Time for reflection	Garvin et al. (2008)
		Presence of creative tension	Jamali (2006)
		Psychological safety	Baer and Frese (2003), Garvin et al. (2008) Zhou et al. (2015)
	Learning orientation – collective/relational	Promotion of dialogue and inquiry	Marsick and Watkins (2003), Yang et al. (2004), Garvin et al. (2008), Wilson and Beard (2014), Tortorella et al. (2015)
	Learning orientation – collective/relational	Empower of team orientation and collective vision	Garvin (1993), McGill and Slocum (1993), Hult et al. (2003), Marsick and Watkins (2003), Yang et al. (2004), Jamali (2006), Tortorella et al. (2015), Zhou et al. (2015)
Learning processes	Learning processes – self-development (individual-focused)	Continuous training and development	Marsick and Watkins (2003), Yang et al. (2004), Bryan (2006), Jamali (2006), Hansson (2007), Garvin et al. (2008), Wilson and Beard (2014), Tortorella et al. (2015), Zhou et al. (2015)
	Learning processes – self-development (individual-focused)	Reward flexibility	Wilson and Beard (2014)
	Learning processes – internal structure (structure-focused)	Experimentation	Hedberg (1981), Pedler et al. (1989), Senge (1990), Leonard-Barton (1992), Garvin (1993), Naman and Slevin (1993), Slocum et al. (1994), Goh (2001), Moilanen (2001, 2005), Jamali (2006), Garvin et al. (2008), Zhou et al. (2015)
		Enabling flexible structure	Wilson and Beard (2014)
		Formative accounting control	Jamali (2006), Wilson and Beard (2014)
		Information collection	Day (1994), Slater and Narver (1995), Zahra and George (2002), Garvin et al. (2008), Zhou et al. (2015)
		Enabling information sharing systems	Huber (1991), Walsh and Ungson (1991), Simon (1991), Marsick and Watkins (2003), Yang et al. (2004), Jerez-Gomez et al. (2005), Jamali (2006), Wilson and Beard (2014), Tortorella et al. (2015), Zhou et al. (2015)
	Learning processes – stakeholders’ engagement (network-focused)	Participative policymaking	Jamali (2006), Wilson and Beard (2014)
		Connect the organisation to its environment	Marsick and Watkins (2003), Yang et al. (2004), Jamali (2006), Garvin et al. (2008), Wilson and Beard (2014), Tortorella et al. (2015)
Learning leadership	Strategic leadership for learning	Provision of strategic leadership for learning	Sagie and Koslowsky (2000), Moilanen (2001), Marsick and Watkins (2003), Yang et al. (2004), Moilanen (2005), Jamali (2006), Antonacopoulou and Chiva (2007), Garvin et al. (2008), Tortorella et al. (2015), Zhou et al. (2015)

Dimensions	Sub-dimensions	Characteristics	References
Learning orientation	Learning orientation – contextual	Learning culture	Jamali (2006), Wilson and Beard (2014)
	Learning orientation – contextual	Learning approach to strategy	Moilanen (2001, 2005), Jamali (2006), Wilson and Beard (2014)
	Learning orientation – individual	Openness to new ideas	Damanpour (1991), Sinkula et al. (1997), Verona (1999), Moilanen (2001, 2005), Akgun et al. (2007), Garvin et al. (2008), Zhou et al. (2015)
		Appreciation of differences	Garvin et al. (2008)
		Time for reflection	Garvin et al. (2008)
		Presence of creative tension	Jamali (2006)
		Psychological safety	Baer and Frese (2003), Garvin et al. (2008) Zhou et al. (2015)
	Learning orientation – collective/relational	Promotion of dialogue and inquiry	Marsick and Watkins (2003), Yang et al. (2004), Garvin et al. (2008), Wilson and Beard (2014), Tortorella et al. (2015)
	Learning orientation – collective/relational	Empower of team orientation and collective vision	Garvin (1993), McGill and Slocum (1993), Hult et al. (2003), Marsick and Watkins (2003), Yang et al. (2004), Jamali (2006), Tortorella et al. (2015), Zhou et al. (2015)
Learning processes	Learning processes – self-development (individual-focused)	Continuous training and development	Marsick and Watkins (2003), Yang et al. (2004), Bryan (2006), Jamali (2006), Hansson (2007), Garvin et al. (2008), Wilson and Beard (2014), Tortorella et al. (2015), Zhou et al. (2015)
	Learning processes – self-development (individual-focused)	Reward flexibility	Wilson and Beard (2014)
	Learning processes – internal structure (structure-focused)	Experimentation	Hedberg (1981), Pedler et al. (1989), Senge (1990), Leonard-Barton (1992), Garvin (1993), Naman and Slevin (1993), Slocum et al. (1994), Goh (2001), Moilanen (2001, 2005), Jamali (2006), Garvin et al. (2008), Zhou et al. (2015)
		Enabling flexible structure	Wilson and Beard (2014)
		Formative accounting control	Jamali (2006), Wilson and Beard (2014)
		Information collection	Day (1994), Slater and Narver (1995), Zahra and George (2002), Garvin et al. (2008), Zhou et al. (2015)
		Enabling information sharing systems	Huber (1991), Walsh and Ungson (1991), Simon (1991), Marsick and Watkins (2003), Yang et al. (2004), Jerez-Gomez et al. (2005), Jamali (2006), Wilson and Beard (2014), Tortorella et al. (2015), Zhou et al. (2015)
	Learning processes – stakeholders’ engagement (network-focused)	Participative policymaking	Jamali (2006), Wilson and Beard (2014)
		Connect the organisation to its environment	Marsick and Watkins (2003), Yang et al. (2004), Jamali (2006), Garvin et al. (2008), Wilson and Beard (2014), Tortorella et al. (2015)
Learning leadership	Strategic leadership for learning	Provision of strategic leadership for learning	Sagie and Koslowsky (2000), Moilanen (2001), Marsick and Watkins (2003), Yang et al. (2004), Moilanen (2005), Jamali (2006), Antonacopoulou and Chiva (2007), Garvin et al. (2008), Tortorella et al. (2015), Zhou et al. (2015)