نقش تعدیل کننده اشتیاق عملکردی
ترجمه نشده

نقش تعدیل کننده اشتیاق عملکردی

عنوان فارسی مقاله: یادگیری از خود و دیگران: نقش تعدیل کننده اشتیاق عملکردی
عنوان انگلیسی مقاله: Learning from own and others: The moderating role of performance aspiration
مجله/کنفرانس: مجله بین المللی مدیریت مهمان نوازی (هتلداری) – International Journal of Hospitality Management
رشته های تحصیلی مرتبط: مدیریت
گرایش های تحصیلی مرتبط: مدیریت هتلداری، مدیریت عملکرد
کلمات کلیدی فارسی: یادگیری از خود، یادگیری از دیگران، اشتیاق عملکردی، نارضایتی مشتری
کلمات کلیدی انگلیسی: Learning from own، Learning from others، Performance aspiration، Customer dissatisfaction
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus – Master Journals List – JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.ijhm.2019.03.001
دانشگاه: Department of Hospitality and Tourism Management, Isenberg School of Management, University of Massachusetts-Amherst, MA, 01003, United States
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2019
ایمپکت فاکتور: 5.414 در سال 2018
شاخص H_index: 93 در سال 2019
شاخص SJR: 1.999 در سال 2018
شناسه ISSN: 0278-4319
شاخص Quartile (چارک): Q1 در سال 2018
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 7
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: بله
آیا این مقاله مدل مفهومی دارد: دارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: دارد
کد محصول: E13590
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست انگلیسی مطالب

Abstract


1. Introduction


2. Learning from own experience


3. Learning from the experience of others


4. Performance gap as a learning motivator


5. Method


6. Results


7. Discussions


8. Implications and concluding remarks


References

نمونه متن انگلیسی مقاله

Abstract


This study uses an organizational learning perspective to examine how hotel experience (both accumulated from own and others) affects performance outcomes as evaluated by customer dissatisfaction. To this end, we show that hotel experience has a curvilinear effect on customer dissatisfaction, but the relationship has different shapes based on the source of learning (own vs. others). The learning outcome is also contingent on how a hotel aspires for performance improvement. We discuss the implications of these findings and highlight the fact that although learning from others can be more beneficial in the short term, hotels need to rely on their own experience as a source of learning for long-term benefits.


Introduction


Research on organizational learning acknowledges the importance of learning from own experience as well as the experience of others (i.e. competitors). The relationship between accumulated experience and performance (e.g. Wright, 1936; Levy, 1965; Adler and Clark, 1991), is contingent upon the source of learning (own vs. others) and the type of learning outcome being measured (March, 2010). Scholars have emphasized that learning through accumulation of own experience depends on several dimensions such as exposure to different types of experience (Haunschild and Sullivan, 2002) and the recency of the experience (Argote and Epple, 1990). Learning from the experience of others depends on the clarity and relatedness (i.e. to our own) of the competitor activities (Ingram and Baum, 1997), among other things. What affects learning outcomes also depend on the firm’s organizational structure (Bunderson and Boumgarden, 2010; Fang et al., 2010), social affiliations and networks (Reagans and McEvily, 2003), as well as other external factors surrounding the firm such as changes in government regulations or technological shifts (Bower and Christensen, 1996). When assessing whether firms learn through experience, one would also need to consider the type of performance outcome being measured. Traditionally, learning was measured through improvements in internal performance criteria such as revenue (Mezias et al., 2002), market share growth (Greve, 2008), and return on assets (Greve, 2003). However, the “new institutionalisms perspective” may highlight the importance of seeing learning outcomes through the lens of external stakeholders (DiMaggio and Powell, 1991), in particular, feedback on customer dissatisfaction (Lapré and Tsikriktsis, 2006). Customer-driven evaluations may encourage organizations to learn and improve in order to stay competitive in markets heavily influenced by such mechanisms. Despite the notable importance of external evaluations (DiMaggio and Powell, 1983; Smith, 2011), research assessing learning outcomes based on these external measures is scarce (Lapré and Tsikriktsis, 2006; Lapré, 2011).

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