THE ROLE OF ORGANIZATIONAL LEARNING IN ENCOURAGING INNOVATION

Uloga organizacionog učenja u podsticanju inovativnosti

Abstract

The aim of this paper is to examine the impact of dimensions of organizational learning on the innovation of middle management in companies in Serbia, which operate in the conditions of a transitional economy and limited resources. Organizational learning was observed through seven dimensions (continuous learning, research and dialogue, team learning, systems for recording and sharing knowledge, collective vision, connecting with the environment and strategic leadership), while innovation was measured through product and service innovations, process and administrative innovations. The research was conducted on a sample of 406 respondents at the middle management level, using a survey questionnaire and a Likert scale (1-7). Data were analyzed by multiple regression analysis in SPSS 26.0. The results show that the model explains 49.2% of the innovation variance, which confirms the significant influence of organizational learning on innovative behavior. The strongest positive predictors are knowledge recording and sharing systems (β = .411), strategic leadership (β = .281), collective vision (β = .249) and connection with the environment (β = .131). Two dimensions, research and dialogue (β = –.290) and team learning (β = –.180), showed a significant negative impact, while continuous learning was not statistically significant. The findings indicate that innovation depends on a balanced approach to different learning practices, where institutional support, leadership and openness to the external environment play a key role, while excessive insistence on discussion or teamwork can be counterproductive. The results contribute to the improvement of existing business practices, a. it is recommended to develop integrated systems for knowledge management, strengthen the role of leaders in learning and encourage an open organizational culture.