Aprendizaje Organizacional Y Liderazgo En Centros De Investigación Bajo Contrato

Organizational learning and leadership styles in RTOs: A multilevel perspective in Tecnalia 1

Javier Ruiz
Tecnalia Innovation Systems, Parque Tecnológico de Bizkaia Ed. 700 48160, Derio, Spain. E-mail: jruiz@labein.es Abstract: Complexity leadership theory has been used to understand organizational learning processes (exploration and exploitation and 4I model) in complex multidisciplinary R&Dprojects in RTOs merging in Tecnalia. Qualitative research and propositions are discussed in the case study. Mechanisms and context in which adaptive, enabling and administrative leadership functions at operational and strategic level are identified and described.
Keywords: organizational learning processes, complexity leadership functions, multidisciplinary R&D projects, merging RTO Tecnalia.1 Organizational learning and leadership in a complexity context
Organizational learning is generally defined in terms of such distinct processes as “individual change” and “sustainable competitive advantage” (De Geus, 1988; Senge, 1990; Weick, 1991). Though early work tends to separate individual and organizational learning, recently integration of learning formulation at different levels ofanalysis has been done (e.g. Bontis, Crossan, & Hulland, 2002; Matusik & Heeley, 2005; Spender, 1996). The specification of learning processes at different levels of analysis provides an opportunity to uncover a detailed picture of the role of leaders in facilitating organizational learning. However, limited systematic research directly linking leadership and learning has been published. A few suchstudies have used learning variables as outcomes to common measures of leadership, such as transformational leadership (e.g., Amitay, Popper, & Lipshitz, 2005), or examined leadership roles in learning in certain settings (e.g., Edmonson, 1999). By contrast, recent theoretical work by Vera & Crossan (2004) and by Jansen, Vera & Crossan, (2009) systematically linked strategic leadership andorganizational learning. Transformational leaders usually inspire learning that challenges the status quo (exploratory innovation), and transactional leaders facilitate learning that reinforces existing practices (exploitative innovation). Vera & Crossan (2004) focused mainly on leadership at the upper echelons of organizations and limited their discussion to transformational and transactional styles.In this paper, we explore multiple approaches to learning and leadership in two levels of analysis: strategic (top executives in a merging process of 6 RTOs) and operational (EDEN & ATN complex R&D project level). After analysing standarization (Ruiz, 1996), leadership (Ruiz, 2003) and knowledge management (Ruiz, 2005) in R&D activities, now we are using the framework provided by Berson et al.(2006) (see Fig. 1) who organize the relevant literature to forming connections between organizational learning and leadership. Classic distinction between exploration and exploitation (e.g. March, 1991) and the 4I framework (Crossan et al., 1999) were used as taxonomies to describe learning processes.

Paper presented in the XXIII internacional Conference of the Internacional Society ofProfessional Innovation Management ISPIM, Bilbao 2010

1

Organizational learning and leadership styles in RTOs: A multilevel perspective in Tecnalia

Pag. 2

Figure 1 Leadership and organizational learning. Source: Berson et al., 2006

Definitions of organizational learning and leadership
Organizational learning has been associated to different domains like information-processing approaches,innovation (Nonaka, 1994), and individual-level aspects of learning assoc Two levels of observation were adopted: The strategic level of the merger process and the operational level of two multidisciplinary R&D projects described above. Data were collected and analyzed by a team of four researchers who, over fourteen months period, participated in meetings, taking extensive field notes and...