This document summarizes a study that explored the relationship between stakeholder-focused organizational learning, stakeholder-focused behavioral action, and organizational performance. The study developed hypotheses about how different processes of organizational learning (experiential, vicarious, contact knowledge acquisition) relate to stakeholder responsiveness. It also hypothesized relationships between knowledge acquisition mechanisms and stakeholder innovation/imitation. Results provided mixed support for the hypotheses. Future research could further examine secondary stakeholders and other aspects of knowledge acquisition early in an organization's development.

1. The Role of Organizational Learning
in Stakeholder Marketing
(Jeannette A. Mena & Brian R. Chabowski)
I Putu Septian Adi Prayuda
(041414153018)

2. Introduction
• The purpose of this study was to explore the
relationship between:
Stakeholder-focused
organizational learning
Stakeholder-focused
behavioral action
Organizational
Performance
Integrated:
Stakeholder Theory +
Organizational Learning Literature

3. Stakeholder Theory
• Views the organization as a center of a system of
stakeholder relationship, with each stakeholder
having different interests and expectation (e.g.,
Clarkson 1995)
• A Stakeholder: Any group or individual who can
affect or is affected by the achievement of the
organiztion’s objectives (Freeman 1984, p. 46)
• Primary Stakeholder: Customers, Employees,
Supliers, shareholders, regulators, the community
• Secondary stakeholders: Special interest groups,
consumer advocate groups, and the media

4. Organizational Learning
• The development of new knowledge or insights that have
the potential to influence behavior. (Slater and Narver
1995, p. 63)
experiential
vicarious
contact
knowledge acquisition
information distribution
information interpretation
organizational memory

5. Is This a Contemporary Journal?
• This is an important contribution to stakeholder research, as
previous studies largely ignore the internal, organizational drivers of
stakeholder-focused responsiveness, concentrating instead on the
external factors (cf. Bundy et al. 2013).
• Relative to prior studies, this research build a more realistic model
of organizational learning by distinguishing among three
mechanisms organizations employ to gather stakeholder-related
knowledge and evaluating their effects on behavioral action.
• Research in marketing has implicitly applied stakeholder theory by
examining single stakeholder relationships, but it has failed to adopt
a holistic perspective (e.g., Hillebrand et al. 2015; Hult et al. 2011).
• This is the first empirical study to provide a fine-grained
explanation of the processes involved in learning about and
responding to the stakeholders’ interests.

6. Research Model
3 hierarchical regression
models

7. Hypotheses Development
• H1a, H1b, H1c, H1d : about relation between 4
Process Organizational Learning and Stakeholder-
Focused Responsiveness
• H2a, H2b : about relation between Knowledge
Acquisition and Stakeholder-Focused Innovation &
Imitation
• H3 : about combinative effects of each pair of
knowledge acquisition mechanisms
• H4a, H4b, H4c : about relation between
Stakeholder-focused Behavioral Action and
Organizational Performance

8. Result
• H1 were supported except the link between vicarious
knowledge acquisition and responsiveness
• H2a was partially supported (experiential
knowledge acquisition is the key knowledge
acquisition driver of innovativeness)
• H2b was partially supported (vicarious knowledge
acquisition is the key knowledge acquisition driver
of imitativeness)
• Results indicate mixed support for H3
• H4a, H4b, and H4c were supported

9. Future Research
• How about secondary stakeholders??
• There are other aspect of knowledge acquisition
that we can explore: focuses on the origins and
initial stages of an organiztional’s development.

10. Thank You