دانلود رایگان مقاله انگلیسی مرتبط سازی حافظه رویه ای با یادگیری سازمانی از طریق راهرو های دانش - امرالد 2017

1. Introduction

In a turbulent environment such as the one where the Spanish banking sector operates, the achievement of higher levels of performance requires the detection and interpretation of ambiguous environmental signals in order for appropriate actions to be taken (Day, 1994; Day & Schoemaker, 2006). Adopting this perspective, if we consider the universe of customers, typically they may be categorised into three different groups namely: valuable, current and potential customers. From the point of view of a company, focal vision allows managers to focus on identifying the needs and wants of valuable customers (Sard, 2000). Thus, well-developed focal vision provides managers with focus and direction for setting operational goals. In addition, knowing specifically what profitable customers want enables managers to build and deliver precise solutions to meet profitable customers’ needs (Sherden, 1994). Good focal vision also guides managers in making decisions and establishing what the organisation does best (Sard, 2000).

5. Conclusions

This study has examined the significance of procedural memory to an organisation’s ambidexterity vision, as well as the impact procedural memory on organisational learning. Our findings reflect the need for managers to better understand the importance of an ambidexterity vision for an improved performance. Such performance would also benefit from achieving a combination of alignment and adaptability arising out of the tension between peripheral vision and focal vision. The enhancement of an organisation’s ambidexterity vision not only leads to identification of a wider range of opportunities and threats. It can also help organisations to diagnose and improve operational problems, which in turn, is likely to have a positive effect on updating procedural memory. Furthermore, the knowledge derived as a result of an organisation developing its ambidexterity vision can lead to a rapid reconfiguration of the learning process in response to a wide range of opportunities and threats leading to a more successfully adaptation to the customer needs (Haeckel, 2004).