Organizational learning paths based upon industry 4.0 adoption: An empirical study with Brazilian manufacturers

Tortorella, Guilherme Luz; Vergara, Alejandro; Garza‐Reyes, Jose Arturo; Sawhney, Rapinder

doi:10.1016/j.ijpe.2019.06.023

Cited by 303 publications

(264 citation statements)

References 58 publications

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“…Recently, studies have started to emerge on, for example, how manufacturing firms implement digital technologies; or, in other words, what is needed for the effective implementation of new digital technologies (Frank et al, 2019), how digital technologies are integrated into existing production systems (Tortorella and Fettermann, 2018) and the new business models in manufacturing firms driven by digital technologies (Weking et al, 2019). Research has also posited that digital transformation has a positive impact on firms' performance (Dalenogare et al, 2018), and studies have started to emerge to understand the role of, for example, organisational learning capabilities and how they mediate the association between digital technologies and operational performance (Tortorella et al, 2020).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Digital transforming capability and performance: a microfoundational perspective

Sousa-Zomer

Neely

Martinez

2020

IJOPM

220

149

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PurposeDrawing on the literature on dynamic capabilities and digital transformation, this paper conceptualises and investigates the relevant antecedents of an essential capability for digital transformation – the digital transforming capability – and its effect on the competitive advantage of firms.Design/methodology/approachA framework with individual and organisational microfoundations of the digital transforming capability is proposed based on previous research. The digital transforming capability is conceptualised as a second-order construct. The model is tested using data from a broad spectrum of large US companies. Structural equation modelling (SEM) is applied to test the proposed framework.FindingsThe study identifies three main microfoundations that, when combined, build a digital transforming capability (digital-savvy skills, digital intensity and context for action and interaction); in addition, the study tests the relationship between digital transforming capability and firm performance. The results validate the proposed theoretical framework. In addition to proposing relevant microfoundations of the digital transforming capability, we advance knowledge on the performance effects of those microfoundations.Originality/valueThe paper contributes to advancing the understanding of the digital transformation phenomenon by revealing the role of the primary components underlying the digital transforming capability. Yet the mechanisms by which the micro-level aspects are important for digital transformation and organisational outcomes are only suggested by anecdotal evidence. The paper also contributes to ongoing calls for further investigation to extend the understanding of the microfoundations of dynamic capabilities. Finally, by drawing on archival data, this study also contributes to calls to broaden the toolkit used in dynamic capabilities research.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Digital transforming capability and performance: a microfoundational perspective

Sousa-Zomer

Neely

Martinez

2020

IJOPM

220

149

View full text Add to dashboard Cite

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“…A sample of 200 respondents, chosen using a nonrandom sampling methodology was given questionnaire surveys. The nonrandom approach was used in this research in order to improve the robustness of the collected data [44,74,75]. Thus, the students, teaching faculty, and researchers who had interest, experience, and some knowledge in Industry 4.0 were chosen as the respondents.…”

Section: Phase 1: Identification and Categorization Of Influencing Famentioning

confidence: 99%

Adapting Universities for Sustainability Education in Industry 4.0: Channel of Challenges and Opportunities

et al. 2020

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The emergence of Industry 4.0, also referred to as the fourth industrial revolution, has entirely transformed how the industry or business functions and evolves. It can be attributed to its broadening focus on automation, decentralization, system integration, cyber-physical systems, etc. Its implementation promises numerous benefits in terms of higher productivity, greater volatility, better control and streamlining of processes, accelerated enterprise growth, sustainable development, etc. Despite the worldwide recognition and realization of Industry 4.0, its holistic adoption is constrained by the requirements of specific skills among the workforce. The personnel are expected to acquire adaptive thinking, cognitive and computational skills, predominantly in the area of information technology, data analytics, etc. Thus, the universities that laid the foundation for future talents or trends in society have to adapt and modernize the existing programs, facilities, and infrastructure. This reshaping of higher education in consonance with the vision of Industry 4.0 possesses its opportunities and challenges. There are, of course, a multitude of factors involved and they need a reasonable assessment to strategically plan this metamorphosis. Therefore, this work aims to explore and analyze the different factors that influence the progression and enactment of Industry 4.0 in universities for sustainable education. For this purpose, a systematic approach based on a questionnaire as well as a SWOT (strengths (S), weaknesses (W), opportunities (O), and threats (T)) integrated with the analytic hierarchy process (AHP) is adopted. The questionnaires are administered to university employees and students (or stakeholders) to assess their viewpoint, as well as to estimate the priority values for individual factors to be included in SWOT. The AHP is implemented to quantify the different factors in terms of weights using a pairwise comparison matrix. Finally, the SWOT matrix is established depending on the questionnaire assessment and the AHP weights to figure out stakeholders’ perspectives, in addition to the needed strategic scheme. The SWOT implementation of this research proposes an aggressive approach for universities, where they must make full use of their strengths to take advantage of the emerging opportunities in Industry 4.0. The results also indicate that there are fundamental requirements for universities in Industry 4.0, including effective financial planning, skilled staff, increased industrial partnerships, advanced infrastructure, revised curricula, and insightful workshops. This investigation undoubtedly underlines the importance of practical expertise and the implementation of digital technologies at the university level to empower novices with the requisite skills and a competitive advantage for Industry 4.0.

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“…Learning has a positive mediation between the Industry 4.0's initiatives and Operational Performance (Tortorella et al, 2020).…”

mentioning

confidence: 99%

Organizational learning and Industry 4.0: findings from a systematic literature review and research agenda

Belinski

Peixe

Frederico

et al. 2020

BIJ

Self Cite

100

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PurposeIndustry 4.0 has been one of the most topics of interest by researches and practitioners in recent years. Then, researches which bring new insights related to the subjects linked to the Industry 4.0 become relevant to support Industry 4.0's initiatives as well as for the deployment of new research works. Considering “organizational learning” as one of the most crucial subjects in this new context, this article aims to identify dimensions present in the literature regarding the relation between organizational learning and Industry 4.0 seeking to clarify how learning can be understood into the context of the fourth industrial revolution. In addition, future research directions are presented as well.Design/methodology/approachThis study is based on a systematic literature review that covers Industry 4.0 and organizational learning based on publications made from 2012, when the topic of Industry 4.0 was coined in Germany, using data basis Web of Science and Google Scholar. Also, NVivo software was used in order to identify keywords and the respective dimensions and constructs found out on this research.FindingsNine dimensions were identified between organizational learning and Industry 4.0. These include management, Industry 4.0, general industry, technology, sustainability, application, interaction between industry and the academia, education and training and competency and skills. These dimensions may be viewed in three main constructs which are essentially in order to understand and manage learning in Industry 4.0's programs. They are: learning development, Industry 4.0 structure and technology Adoption.Research limitations/implicationsEven though there are relatively few publications that have studied the relationship between organizational learning and Industry 4.0, this article makes a material contribution to both the theory in relation to Industry 4.0 and the theory of learning - for its unprecedented nature, introducing the dimensions comprising this relation as well as possible future research directions encouraging empirical researches.Practical implicationsThis article identifies the thematic dimensions relative to Industry 4.0 and organizational learning. The understanding of this relation has a relevant contribution to professionals acting in the field of organizational learning and Industry 4.0 in the sense of affording an adequate deployment of these elements by organizations.Originality/valueThis article is unique for filling a gap in the academic literature in terms of understanding the relation between organizational learning and Industry 4.0. The article also provides future research directions on learning within the context of Industry 4.0.

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Organizational learning paths based upon industry 4.0 adoption: An empirical study with Brazilian manufacturers

Cited by 303 publications

References 58 publications

Digital transforming capability and performance: a microfoundational perspective

Digital transforming capability and performance: a microfoundational perspective

Adapting Universities for Sustainability Education in Industry 4.0: Channel of Challenges and Opportunities

Organizational learning and Industry 4.0: findings from a systematic literature review and research agenda

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