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Feedback and Feedforward Dynamics: Nexus of Organizational Learning and Leadership Self-Efficacy

Feedback and Feedforward Dynamics: Nexus of Organizational Learning and Leadership Self-Efficacy

Ana Martins (University of Kwazulu-Natal, South Africa), Isabel Martins (University of Kwazulu-Natal, South Africa) and Orlando Petiz Pereira (University of Minho, Portugal)
Copyright: © 2017 |Pages: 26
ISBN13: 9781522510499|ISBN10: 1522510494|EISBN13: 9781522510505
DOI: 10.4018/978-1-5225-1049-9.ch016
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MLA

Martins, Ana,et al. "Feedback and Feedforward Dynamics: Nexus of Organizational Learning and Leadership Self-Efficacy." Encyclopedia of Strategic Leadership and Management, edited by Victor X. Wang, IGI Global, 2017, pp. 207-232. http://doi:10.4018/978-1-5225-1049-9.ch016

APA

Martins, A., Martins, I., & Pereira, O. P. (2017). Feedback and Feedforward Dynamics: Nexus of Organizational Learning and Leadership Self-Efficacy. In Wang, V. X. (Ed.), Encyclopedia of Strategic Leadership and Management (pp. 207-232). IGI Global. http://doi:10.4018/978-1-5225-1049-9.ch016

Chicago

Martins, Ana and Isabel Martins, and Orlando Petiz Pereira. "Feedback and Feedforward Dynamics: Nexus of Organizational Learning and Leadership Self-Efficacy." In Encyclopedia of Strategic Leadership and Management. edited by Victor X. Wang, 207-232. Hershey, PA: IGI Global, 2017. http://doi:10.4018/978-1-5225-1049-9.ch016

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Abstract

This study reflects on the relationship between organizational learning and the constructs of exploration and exploitation inherent in ambidextrous learning. Extant theories reveal a dynamics in levels and flows of learning, feedforward and feedback, including two learning loops, ‘exploitation' and ‘exploration'. Universities are appropriate environments to foster knowledge creation and sharing. Collaborative learning environments stimulate knowledge creation and sharing by implementing distributed leadership behaviors that energize individuals to innovate and explore new ideas. Further analysis demonstrates that the social cognitive approach to learning is part and parcel of organizational learning. The fundamental premise in dissimilar leadership behaviors supports aspects of organizational learning. Leadership self-efficacy and its link with learning promote high levels of employee engagement and satisfaction as well as organizational performance. A culture of innovation is fundamental for organizations with transactional and transformational leadership behaviors. Primary data was gathered from a sample of university students from under and postgraduate Business and Economics degree programs. This study further ascertains whether University graduates gain awareness of a range of values that promote knowledge creation and nurture leadership self-efficacy.

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