The Survey Of Relationships Between Knowledge Inertia, Organizational Learning And Organizational Innovation Utilizing Structural Equation Model In Telecom Company Yazd

Authors

  • Fatemeh Golestani Pour (Master’s degree in Industrial Management, Yazd University of Science and Arts) (Founder of Mehrpooyan Kindergarten, Abarkuh County)

DOI:

https://doi.org/10.63053/ijhes.189

Keywords:

inertia of knowledge, organizational learning, innovation, knowledge management

Abstract

Nowadays knowledge play an important role in organizations and successful management of knowledge is the key characteristic of organizations survival.

However, in order to save time and energy and avoid the risk, generally, when people are faced to the problems, they resort to their past knowledge and experience to find solutions. This repetitive strategy for problem solving is called "inertia of knowledge" In this regard, the present study attempts to evaluate the relationship between inertia of knowledge and organizational learning and innovation, considering knowledge management as modulators variable,  in  telecommunication company of Yazd province. For this purpose, 100 questionnaires were sent to the Telecommunication Company and finally80questionnaireswere collected. Then collected data are reviewed and analyzed by Spss and Smart pls software.

The results suggest that knowledge inertia has significant negative effects on organizational learning and innovation. The results also suggest that although the knowledge management has negative modulators effect, but this effect is not significant.

 

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28. The survey of Relationships between Knowledge inertia, organizational learning and organizational innovation utilizing structural equation model in telecom company Yazd

Published

2024-05-22

How to Cite

Golestani Pour, F. (2024). The Survey Of Relationships Between Knowledge Inertia, Organizational Learning And Organizational Innovation Utilizing Structural Equation Model In Telecom Company Yazd. International Journal of New Findings in Health and Educational Sciences (IJHES), 2(4), 123–136. https://doi.org/10.63053/ijhes.189

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